Вы находитесь на странице: 1из 64

INTERNATIONAL MESSIANIC TORAH INSTITUTE

STUDENT CATALOG 2013-2014

International Messianic Torah Institute


INTERNATIONAL MESSIANIC TORAH INSTITUTE Is the educational arm of Ysharim USA, a religious body originally incorporated in the State of Washington on October 31, 2007, as Ysharim International, State of Washington UBI #602-786-413, which was incorporated as a Non-Profit entity as a Faith-based non-profit offering educational, charitable and ministry services, and any and all other lawful purposes and activities. In January of 2012, Ysharim USA received IRS EIN #45-4266662. Ysharim USA is now incorporated as a Florida State domiciled non-profit corporation, # INTERNATIONAL MESSIANIC TORAH INSTITUTE is currently pending affiliation and accreditation with National accreditors and is in the process of meeting all requirements of the Association for Biblical Higher Education(ABHE) in Phase one of Yeshiva development. Phase two will attend to affiliation and/or accreditation with the Distance Education and Training Council(DETC) and the Association of Theological Schools in the US and Canada(ATS). All of our planned affiliations and accreditations, in all respects, will conform to all Council for Higher Education Association (CHEA) mandates and expectations for schools of our type. As the school

develops and economics permit, INTERNATIONAL MESSIANIC TORAH INSTITUTE may also pursue accreditation with other national and/or regional accreditation associations. It is the plan of INTERNATIONAL MESSIANIC TORAH INSTITUTE to be able to participate in the U.S. Department of Education Title IV Program, which offers students access to Pell Grants, Federal Supplemental Educational Opportunities Grants, Federal Work Study, and Stafford Education Loan programs, as well as Veterans Administration educational assistance programs. About the Yeshiva Policy of Nondiscrimination International Messianic Torah Institute admits students without regard to sex, race, color, age, disability, national origin, or status as a veteran in any of its policies, practices, or procedures. Notice of Exemption International Messianic Torah Institute has been declared exempt from the requirements of licensure under provisions of Florida State General Statutes for exemption from licensure with respect to religious education. Exemption from licensure is not based upon any assessment of program quality under established licensing standards.

YESHIVA PURPOSE
INTERNATIONAL MESSIANIC TORAH INSTITUTE, a Yeshiva Gedola(large yeshiva ) was formed to provide an open, multistream opportunity for education for Messianic and Netzari persons desiring either a degree leading to a career in ministry or a certificate for self-accomplishment. INTERNATIONAL MESSIANIC TORAH INSTITUTE offers in-depth training to enable Messianic leaders to stand within Judaism and among the Jewish people, while also providing service to the Christian community. INTERNATIONAL MESSIANIC TORAH INSTITUTE equips its students to take visible ministry and leadership positions within Messianic synagogues, be they Messianic Jewish, Messianic Christian or Netzari, and to also interact with compassion, sensitivity and effectiveness with rabbis, pastors, evangelists, and others from within Jewish, Christian and Netzari communities. INTERNATIONAL MESSIANIC TORAH INSTITUTE focuses on a commitment to and continuity within Jewish traditions and heritage (both ancient and modern), addresses the long-desired issue of a Jewish messiah coming to His people, while exploring the deep rich traditions and backgrounds of the Jewish people, both the House of Judah and the House of Israel, ALL ISRAEL fulfilled, in the proper context of the Biblical text According to the late Dr. David Flusser, of Hebrew University in Jerusalem, Jewish thought is not-as it is often claimed- merely a background for Jesus, but, is in reality, the original context and natural framework of His message..

ACCREDITATION

International Messianic Torah Institute is a religious post-secondary educational institution with a physical presence in the State of Florida with exempt status; therefore, the first step was registration with the Florida Department of Education for permission from the Florida Commission on Higher Education to enroll students, offer instruction to undergraduate students and award certificates and degrees under the condition that the institution was continuously seeking and making satisfactory progress toward full accreditation with an Agency approved by the U. S. Department of Education (USDE) and the Council for Higher Education Accreditation (CHEA). What is accreditation? Accreditation is simply a validation process by which institutions of higher education are evaluated against established standards to ensure a high level of educational quality. It is typically accomplished through a peer-review process in which faculty from accredited institutions help to conduct evaluations of either new

non-accredited institutions or accredited institutions seeking renewal. The standards used to conduct these evaluations vary but in general they assess: the institution's mission, goals and objectives, resources and resource allocation, student admission requirements, student support services and the quality of the faculty and educational offerings. Unlike the practices of most other countries, in the United States accreditation of institutions of higher education is not conducted by the government. Instead, it is a voluntary process that is implemented by private nongovernmental accrediting agencies. At present, there are both regional as well as national agencies involved in the accreditation process. The only role that the government plays is to evaluate these accrediting agencies using well developed criteria in order to identify those considered to be "reliable authorities" on the quality of institutions of higher education. The Board is committed to the process that leads to full accreditation. Beginning with incorporation, application for religious exemption, and initial registration with the State of Florida and proceeding within an appropriate time frame to file for accreditation with an Accrediting Agency recognized by the USDE and the (CHEA). There are 52 recognized national accrediting bodies, very few for a religiously-oriented privately run school. National accrediting bodies are called such because they offer and issue accreditation(standards of performance) to schools nationwide and some even worldwide. These standards and requirements vary from one association to another according to the type of field of study the member schools offer and the interests of the national accreditor, which may range from post-secondary programs that are technical, scientific, vocational, career, or, like us, religious. Only five as listed by the US Department of Higher Education as national in presence/scope and general in nature(non-specific field of study, all other fields excluded). They are: Distance Education and Training Council(DETC), Accrediting Council for Independent Colleges and Schools(ACICS), Accrediting Commission for Career Schools and Colleges of Technology (ACCSCT), Accrediting Council for Continuing Education and Training(ACCET), and the Council for Occupational Education(COE). National Institutional and Specialized Accrediting Bodies that may be appropriate for INTERNATIONAL MESSIANIC TORAH INSTITUTE. The Board will choose from the following list: 1. Association for Biblical Higher Education, Commission on Accreditation http://abhe.gospelcom.net/ Scope of recognition: the accreditation and pre-accreditation ("Candidate for Accreditation") of Bible colleges and institutes in the United States offering undergraduate programs. USDE/CHEA Ralph E. Enlow, Jr, Interim Executive Director 5575 S. Semoran Boulevard, Suite 26 Orlando, FL 328221781 Phone: (407) 207-0808 Fax: (407) 207-0840 E-mail: renlow@abhe.org Web: www.abhe.org 2. Distance Education and Training Council, Accrediting Commission http://www.detc.org/ Scope of recognition: the accreditation of post-secondary institutions in the United States that offer degree programs primarily by the distance education method up to and including the professional doctoral degree, and are specifically certified by the agency as accredited for Title IV purposes; and for the accreditation of post-secondary institutions in the United States not participating in Title IV that offer programs primarily by the distance education method up through the professional doctoral degrees. Michael P. Lambert, Executive Director-- USDE/CHEA 1601 18th Street, NW Washington, DC 20009 Phone: (202) 234-5100 Fax: (202) 332-1386 E-mail: detc@detc.org DETC is recognized by Council for Higher Education Accreditation and the United States Department of Education as an accreditor of institutions of higher education. According to DETC, it is made up of over 100 distance education institutions located in 21 states and 7 countries. These institutions include nonprofit institutions, trade associations, for-profit companies, colleges and universities, and military organizations. 3. Transnational Association of Christian Colleges and Schools, Accreditation Commission http://www.tracs.org/ Scope of recognition: the accreditation and pre-accreditation ("Candidate" status) of postsecondary institutions in the United States that offer certificates, diplomas, and associate, baccalaureate, and graduate degrees, including institutions that offer distance education. USDE/CHEA Russell Guy Fitzgerald, Jr., Executive Director P.O. Box 328 Forest, VA 24551 Phone: (434) 525-9539 Fax: (434) 525-9538 E-mail: rfitzgerald@tracs.org

Regionally accredited schools are usually academically-oriented non-profit institutions offering a wide variety of certificate and degree programs.(Think state college/university) Nationally-accredited schools are usually FOR-profit (ITT, Phoenix, Hodges, etc) schools offering vocational, technical and career programs, certificate-based. Critics of the national accreditation for-profit schools state that as a whole, the national accreditation associations tend to have lower standards and requirements than the regional accreditation associations, and often view them as substandard and disreputable for this reason. Because of that, there are regionally-accredited schools that are reluctant, or refuse, to accept transfer of credits from a nationallyaccredited school. It is important to note that BOTH types of schools hold accreditation that is legitimate and recognized by the US Department of Education. In the case of INTERNATIONAL MESSIANIC TORAH INSTITUTE, we fall under a different category, Religious Accreditors, and, although many schools affiliated with religious organizations hold either secular national accreditation or regional accreditation, there are only four CHEA-recognized agencies specializing in accreditation of religious schools: Association of Advanced Rabbinical and Talmudic Schools(AARTS), Association of Theological Schools in the US and Canada(ATS), Association for Biblical Higher Education(ABHE), and Transnational Association of Christian Colleges and Schools(TRACS). These four groups specialize in the accreditation of religious and theological schools, including Yeshivot, Seminaries and graduate schools of theology and also some universities that teach a wider variety of subject matter but from a religious perspective and might require students and faculty to subscribe to a statement of faith. In the United States, as of 2009, there are 20 states that utilize a system of religious exemption for schools under which the school may offer religious degrees without accreditation or government oversight. During the first few years of a schools existence, this might be the operational method while seeking accreditation. That will be the case for INTERNATIONAL MESSIANIC TORAH INSTITUTE while IMTI is developing curriculum, adding faculty, building and acquiring the requisite parts and components to meet the accreditation requirements. Until then, we are assured that the worldwide recognition of our programs and the high quality of our faculty and administrative staff is adequate to assure our students that their learning is of value and their certificates and degrees will be respected within the Messianic world. International Messianic Torah Institute has goals of being a participating institution in the U.S. Department of Education Title IV program, which offers students Pell Grants, Federal Supplemental Educational Opportunities Grants, Federal Work Study, and Stafford Education loan programs, and to participate in the Veterans Administration educational assistance programs. Until accreditation ahs been granted the Internet domain name for INTERNATIONAL MESSIANIC TORAH INSTITUTE will be www.IMTI.US. Since 2001, use of the website designation .edu has been governmentally restricted to institutions that have received accreditation. Our internet designation will change upon attaining accredited status.

ASSESSMENT OF ACCREDITATION

There have been many studies about the effectiveness of accreditation and the process it requires, which ahs drawn much attention since the increase in elearning opportunities, with a frequent criticism that the current system is limited to measuring input factors and not enough concern about the output, the quality of the education being offered. More focus on facilities(brick and mortar) and proper credentials of faculty instead of focus on the knowledge-acquisition process for the students and where the attained degree may take them. In CRISIS IN THE ACADEMY, author Christopher J. Lucas criticizes the accreditation system as burdensome, complicated, far too expensive, incestuous in its operation and organization, and not connected to awareness of quality in the education received. In 2002, two members of the American Council of Trustees and Alumni (ACTA), George C. Leef and Roxana D. Burris, set forth that there is no protection of educational quality in the current accreditation system, but significant costs, onerous costs, are levied upon schools, who then must cost-share those expenses with students, in the form of fees and higher tuition costs.

The U.S. Government has investigated the possibilities of changes to the accreditation system a few times, and, in 2002 the House Subcommittee on 21st Century Competitiveness criticized the system after a substantial review. Both the Council for Higher Education Accreditation and the American Association of State Colleges and Universities have rejected the various studies results and have consistently resisted the proposed modifications and changes. In November 2012, Florida State Governor Rick Scott, in alignment with Texas Governors Rick Perrys earlier announcement, called for all state universities to control costs, reduce fees and tuitions, to bring most Bacleor degree programs total costs to $10,000 for students. GENERAL STUDIES COURSES While INTERNATIONAL MESSIANIC TORAH INSTITUTE does not offer general subject courses (math, English, civics, phys ed), expecting that prospective students will have already taken those elsewhere, we do encourage every student to get a well-rounded education that includes the learning these courses provide. WE can assist students attain those courses by referral the student to InstantCert Academy, which offers CLEP courses, leading to college credit applicable for transfer to secular colleges.

STUDENT LIFE The atmosphere, described by one student as a community of loving learners, fostered by students, faculty, and administration, revolves around the traditional values of ahavat Torah (love of Torah), ahavat Yisrael (love of the people Israel), kavod laTorah (honor and respect for Torah), and ahavat HaShem (love of God).

ACADEMICS
The International Messianic Torah Institute offers credit and non-credit continuing education, undergraduate and graduate-level courses and degree programs in support of Biblical Judaism and rabbinical ordination. Breadth, depth, and application of learning are the bases for competencies in all subject areas. Advanced studies require both practical and expert knowledge and rigorous scholarship. All applicants are objectively assessed. Applicants with varying backgrounds and levels of academic proficiency must demonstrate potential for academic achievement. Faculty and staff will guide students to academic achievement through an educational philosophy encompassing diverse learning processes of major global tertiary institutions. The objective is to create a collaborative model for Judaism education and assure an interactive, individualized educational delivery system for mature, serious students and community leaders.

DURATION OF STUDIES AND CREDENTIALS


Students choose from one to four years of study in the core curriculum depending on their educational background and academic goals. Students may earn a certificate or diploma in Messianic Judaic Studies or Messianic Studies or an undergraduate qualification in congregational leadership. The program is designed to be completed in four calendar years or eight terms; however, there are one, two, and three year options depending upon the educational and professional objective of the student. Should an applicant wish to receive a Licentiate or ordination as a rabbi, the entire program must be completed within six years. All subjects are taught by qualified and experienced faculty in a comprehensive and analytical manner. The curriculum is supported by concentrated classes, Internet dialog/support and contemporary scholarship, focusing on social, business and personal ethics. All of these elements are critical to the nurturing of a spiritual and moral character as defined in the sacred writings. In addition to classroom and independent study, students aiming for advanced honors, awards or degrees must undertake a Term Project. This entails the keeping of an Activities, Behavior, and Concentration Journal known as the ABC Journal. Under the guidance of mentors, students experience the daily life activities of a well-balanced spiritual individual with application to their personal or professional objectives. The concentration of guidance is based on their present career, professional orientation, anticipated career or professional status. Each term, the completed portion of the ABC Journal is submitted for evaluation. The final version is submitted as part of the qualification for Awards and Honors during the Terminal Term.

Admissions Procedures and Requirements


Degree and Certificate Programs (Matriculation) All applicants applying for admission to one of the International Messianic Torah Institute degree or certificate programs must have a high school diploma, general equivalency diploma (G.E.D.), or an equivalent academic achievement approved by the IMTI Academic Office. Documents for Admissions
Applicants seeking admission to International Messianic Torah Institute must submit the following documents: A completed GCD application (form provided); A non-refundable application fee of $50.00; Official high school transcripts or G.E.D. (if applicant has never attended a college); applicants who have previously attended a college must submit official college transcripts from all institutions attended. Minimum GPA required is 2.0; A rabbi/pastoral letter of reference (on official letterhead) from the rabbi of the synagogue (pastor of the church) that the applicant regularly attends; Personal reference (form provided); An essay, written by the applicant, of his/her conversion experience (no more than two pages), in a format that is typed and double spaced, using 12 pt. font size; Admission will not be granted until ALL documents are received by and approved by the Office of Enrollment. Applicants are expected to adhere to norms of ethical and moral conduct and character, as a Believer, indicated in their personal references. Admission to International Messianic Torah Institute will be official upon approval by the Enrollment Office. Applicants will be notified of all decisions in writing. Admission of Transfer Students Students requesting transfer credits from other institutions of higher education must submit official transcripts from all institutions they attended and from which transfer credits are being requested. International Messianic Torah Institute accepts credit for courses when students received a letter grade of C or higher, provided International Messianic Torah Institute offers an equivalent course. The issuing institution must send the official transcript directly to the International Messianic Torah Institute Enrollment Office. Determination of transfer credit will be at the discretion of the Academic Office. Photocopies of transcripts may be submitted for unofficial evaluation; however, credit will not be awarded until the receipt of official transcripts. Non-Credit Admissions On a limited basis, students may audit individual courses without credit. Registration for audit courses is dependent upon space availability in the class and the instructors permission. Students will not receive a grade for audited courses, nor will they count toward any degree or certificate program. Audited courses cannot be changed for credit after the third week of class (or similar proportion for intensive classes). Students wishing to receive credit for a previously audited course, must retake the course in its entirety at the full tuition price. Course Load Requirements Full-Time Students

A full-time student is defined as any student taking an International Messianic Torah Institute course load of 12 credit hours or more per semester. Active Students An active student is defined as any student taking International Messianic Torah Institute courses on a continuing basis. To maintain active student status, a student must carry at least two credit hours per academic year.

Satisfactory Academic Progress Satisfactory academic progress is defined as maintaining a minimum Grade Point Average of 2.0 while completing at least 75% of the courses attempted with a grade of C or higher. Failure to maintain this standard will result in Academic Probation for the student. Re-Admission Inactive students requesting re-admission must complete an application update form. Students inactive for more than two years must re-submit all required admissions documents and pay the current application fee. Dual Enrollment of High School Students In order to encourage selected high school students to take advantage of post-secondary educational opportunities as a means of pursuing lifelong educational goals, Grace College of Divinity accepts qualified high school students into a Dual Enrollment Program. The intent of this program is to allow students who have demonstrated exceptional ability and motivation to take college credit courses while finishing high school. The Dual-Enrollment program should not be confused with a cooperative program, which provides substitute and supplemental courses for the completion of high school requirements. This is an educational opportunity designed for exceptional students to take high school and college courses concurrently. Applicants must be: 16 years or older; In good academic standing with their high school; Able to demonstrate oral and written communication skills commensurate to a college student; Able to exhibit the motivation and maturity necessary to be successful in a college classroom. For consideration, applicants must: Turn in a completed IMTI application for admission, with all supporting documents and appropriate fees; Provide copies of high school transcripts or grade reports; Obtain a letter of reference from a representative of the high school; Submit transcripts of either SAT, ACT, or most recent high school achievement test scores (i.e. end of grade test, Iowa basic skills test, etc); Submit an essay outlining their personal conversion experience and educational goals (2 pages, typed/ double spaced); Interview with a IMTI academic advisor (to be scheduled by the IMTI Academic Office upon receipt of completed application packet). Upon completion of the Dual-Enrollment application process, applications are forwarded to the Admissions Office for consideration. The student will receive notification in writing of the deans decision. International Admission Requirements International Messianic Torah Institute welcomes international students. The college is IN APPLICATION with the U.S. Department of Justice, Immigration and Naturalization Service for the training of international students and the granting of the Form I-20, for an F-1 Student Visa. If a student is approved for a change of program after admittance, he or she will be subject to that programs current requirements, including any additional admissions requirements. International applicants must submit the following items PRIOR TO being considered for acceptance to the college:

Application Form; Application Fee; Personal Reference Form; Rabbi/Pastoral Letter of Reference ; An essay, written by the applicant, of his/her conversion experience (no more than two pages), in a format that is typed and double spaced, using 12 pt. font size; Official/Certified English Translation High School or College Transcripts. If applicant has attended college, only official college transcripts from all colleges attended are required; TOEFL Score. A minimum of 500 on the paper exam, 61 on the internet based exam, or 173 on the computer based exam is required. This is required of all nationals of non-English speaking countries. TOEFL is used to gauge each applicants ability with the English language; Statement of Financial Resources Form. All living and transportation arrangements are the applicants responsibility. Once accepted, an I-20 form will be issued by the International Student Office and immigration documents can be processed. Ability-to-Benefit Recognizing that some adult learners may not have the educational background normally required for admission but are highly motivated individuals, International Messianic Torah Institute may consider admission on an individual basis. Any such student who has not completed secondary education may enroll under the conditions of the Ability-to-Benefit provision. This provision requires that the student demonstrate to the Admissions Committee a capability of doing collegiate work and benefiting from it. The student must work closely with the academic advisor in course selection and pass the tests for General Education Development within the first two years of enrollment. The number of students accepted into the Ability-To-Benefit Program is strictly limited. Tuition, Fees, and Related Policies Schedule of Tuition and Fees Students are responsible for the remittance of tuition and fees for each semester in which they enroll. Total payment of tuition and fees is due at the time of registration. Full-time students can make arrangements with the Office of the Registrar for a tuition payment plan with a contractual agreement. Failure to complete payment of fees will result in the retention of grades, transcripts, and diplomas until payment is made. Students in arrears of fees will not be permitted to enroll in future courses. The governing board reserves the right to change the schedule of tuition and fees at any time. TUITION & FEES Application & Registration Fee $50 (non-refundable) Distance Learning Fee $5.00 per course Assessment/Exam Fee $10 per course Internship/Practicum Fee $150 Late Fee for Tuition or Fees Due 10% Book Replacement $25 Library/Book Access Fee (Due each Term) $25 Transcript(s) each $10 Financial Contract Re-negotiations or Payment Adjustment Fee $25 Matriculation fee(for degree-seekers only) One time $50.00 Materials/Services Fee Per Term (Due 30 days prior to qtr.) $60 Vestment Purchase (deposit of $250 due the 1st of the third month prior to the month of Awards and Honors Day; balance of $250 due 1st of the month prior to the month of Awards and Honors Day) Rental fee due 30 days prior to Awards and Honors Day.

Graduation Requirements A. Satisfactorily complete all courses for a total of the required credit hours for the degree you are seeking as outlined in the curriculum. B. Obtain a 3.0 GPA with no grade below a C- in all courses to be credited toward graduation. C. At least 24 units must be taken at this Yeshiva. Transfer courses will be considered on a case by case basis. There will be an assessed Credit Transfer fee per credit. D. Complete the entire program for Associates Degree in no more than three years and Bachelors degree in no more than five years. Students are placed on academic probation if their GPA for any semester falls below 3.0 and will remain on probation as long as the single semester or cumulative GPA remains below 3.0. Probation students are granted one semester in which to bring their academic work up to the required level (3.0) for continuance in the Yeshiva. A student cannot graduate while on probation. Outcomes Students will be able to: 1. Demonstrate and be committed to an accurate exposition of the Word of God. Students will learn pertinent background information for Bible books, the evangelical principles of literary interpretation of the Word of God, and skills for the exposition of biblical texts. 2. Comprehend the doctrines typically categorized in systematic theology and assess, prefer, and affirm the doctrinal statement of International Messianic Torah Institute. Students will learn and recall the essential doctrines of our faith community, write theological papers using the inductive method of theological study, critique theological writing, and apply abstract theological concepts to concrete situations. 3. [Depending on courses selected, the student will]:

Know the theme and major contributions of each Old Testament book, discover the importance of historical background to the interpretation of the Old Testament, and develop greater confidence in the Old Testament as a trustworthy guide to faith and life. Be able to demonstrate a basic knowledge of the following: a historical outline of the NT; how each NT book fits into the outline; the broad historical and cultural backgrounds to the NT; and the basic theme and teaching of each NT book. The student will be able to evaluate critical views of the NT from an evangelical perspective. Develop competency in Greek exegesis. Develop competency in Hebrew exegesis. Incorporate an understanding of Rabbinic thought and Old Testament Law in course studies and discipleship. 9

Value and prefer expository preaching. Students will learn to apply the biblical authors intended purpose of a Bible passage in a manner relevant to the lives of their hearers. Develop skills of ministry specifically appropriate for the Jewish community, including the proficiencies that follow:
o o o o o

Students will be skilled in using Jewish liturgy in Messianic worship and practice (holidays, funerals, marriages, rites of passage, and music). Students will speak and write with understanding about Jewish backgrounds of the Christian faith. Students will be able to prepare biblical messages appropriate for the Messianic Jewish community. Students will provide biblical pastoral counsel for the unique needs of the Messianic Jewish community. As a result of personal experience, students will be able to describe the significance of modern Israel in the Jewish community.

OTHER IMPORTANT DETAILS The provisions set forth in this document are not to be regarded as an irrevocable contract between the student and the Yeshiva. Regulations and requirements, including tuition and fees, are subject to change at the discretion of the administration provided the changes are necessary to fulfill the Institutional Mission. The Yeshiva further reserves the right to impose probation on any student whose conduct or academic performance is unsatisfactory. Any admission on the basis of false statements or documents is void upon discovery of the fraud, and the student is not entitled to any credit for work that he or she may have done at the Yeshiva. Upon dismissal or suspension for cause, there will be no refund of tuition or fees. Any unpaid balance will be due and payable. Nondiscrimination The Yeshiva fully subscribes to and practices a policy of nondiscrimination in admissions, matriculation and study or awards. No applicant or enrolled student shall be discriminated against because of identification, race, color, sex, age, non-disqualifying handicap (as required in the American's With Disabilities Act), religion or creed, or national or ethnic origin. The Chief Academic Officer is designated as the policy coordinator to assure compliance with all national, state, and local laws and regulations relative to nondiscrimination. Any student has the right to inspect and review his/ her educational record. The policy is not to disclose personally identifiable information contained in a student's educational record without prior written consent from the student, except to Yeshiva officials, to officials of another school in which the student seeks enrollment, to authorized representatives of federal or state agencies, to accrediting organizations, to parties in a health or safety emergency, or when verifying terminal validation for a particular award or honor. A student also has the right to petition the Yeshiva to amend or correct any part of his/her educational record that he/she believes to be inaccurate, misleading, or in violation of the privacy or other rights of students. If the Yeshiva decides not to amend or correct a student's record, the student has a right to a hearing to present evidence that the record is inaccurate, misleading, or in violation of the privacy or other rights of students. Institutional Agreement on Conduct International Messianic Torah Institute encourages an atmosphere conducive to moral and academic excellence and recognizes the freedom of mature adult students to develop in response to moral and ethical values. The administration and faculty acknowledge that mature students are leaders in their

10

profession and community and anticipate that they will exemplify a life-style of morality and integrity without administrative attention or regulation. Minor misconduct is recognized as an opportunity for mentoring and guidance. The institution anticipates that students will respond to correction graciously in the spirit it is given. Those who, through attitude or conduct, show an unwillingness to maintain ethical and moral standards of conduct are subject to dismissal from the institution. It should be noted that admission is a privilege that can be withdrawn by action of the administration or faculty, for the good of the institution should the students behavior make it necessary.

REGISTRATION
Please return the registration form with the tuition fee due, or at least a $50 deposit for each course desired. The deposit will be credited toward your tuition amount balance due and is non-refundable unless we cancel your course. Some classes are limited enrollment as indicated in course description(s); early registration will help assure your place in the course. All courses that do not meet a minimum enrollment and are subject to cancellation will be cancelled. If your course is cancelled, you may transfer to a different course at no additional charge, or have your payment refunded in full.

DISCOUNT FOR EARLY REGISTRATION


There is a $25 discount per course for registrations postmarked in the quarter before the new quarter calendar is released. To receive the discount tuition must be paid in full at registration.

TRANSFER CREDIT
If you plan to transfer academic credits please check with the institution you will be transferring to prior to registration to ascertain their credit transfer policy.

TUITION AND FEES


Payment in full for courses must be received 30 days prior to the start of the course. Course registrations will be accepted after that time but must be accompanied by full payment.

REFUNDS
Cancellations received in writing more than 30 days from the first day of class will result in a full refund minus a $50 non-refundable deposit. Cancellations received within 30 days of the first day of class will result in a refund of one-half of the tuition paid. INTERNATIONAL MESSIANIC TORAH INSTITUTE P.O.Box 152107, Cape Coral, Fl., 33915

ENROLL ON THE WEB www.IMTI.us ENROLL BY PHONE 239-240-2719 ENROLL BY MAIL Please return this entire page with payment in full PLEASE PRINT CLEARLY WITH BLACK INK __________________________________________________ Name(First, MI, Last) Street_____________________________ City________________ St_____ Zip__________
Daytime Phone__________________ Evening_________________ Email________________________ Religious or denominational Affiliation ________________________________

COURSE TITLE COURSE ID# C.H. FEE(#CH X $45/CH) _____________________________ ____________ ____ _________________ _____________________________ ____________ ____ _________________ _____________________________ ____________ ____ _________________ _____________________________ ____________ ____ _________________ _____________________________ ____________ ____ _________________ First-time Application Fee $50 Non-refundable ___________ Registration fee Per quarter $25 ___________ Distance Learning Fee $5.00 per course ___________ Assessment/Exam Fee $10 per course ___________ Internship/Practicum Fee $150 ___________ Late Fee for Tuition or Fees Due 10% ___________ Book Replacement $25 ___________ Library/Book Access Fee (Due each Term) $25 ___________ Transcript(s) each $10 ___________ Financial Contract Re-negotiations or Payment Adjustment Fee $25 ___________ Matriculation fee(for degree-seekers only) One time $50.00 ___________ Materials/Services Fee Per Term (Due 30 days prior to qtr.) $60 ___________ Total Fees/Tuition ___________

11

CREDIT CARD INFORMATION o MasterCard oVisa Card#____________________________ Exp. Date_____________ CSC#____________(back of card) Cardholder Name__________________________________ I authorize the International Messianic Torah Institute to
charge the amount noted in the TOTAL ENCLOSED portion of this registration form and to automatically charge any outstanding balance 30 days prior to the first day of class(es). By submitting this registration form I agree to abide by the academic payment and refund policies governing these courses as printed in this catalog. If my payment by credit card is not paid by the bank, I ams till responsible for all course tuition and accrued fees as marked in the registration form. I understand all refunds must be requested in writing at least 30 days prior to the first day of class. Cardholder Signature ____________________________________________ Date__________________

Certificate in Messianic Studies and Certificate in Messianic Jewish Studies (May be applied later towards Associate or Bachelor Degree credits) is designed for persons who seek study in preparation for serving in first-level messianic ministry, assisting a Rabbi or zakkai at local congregational level. It is also ideal for increasing one's effectiveness in existing ministry through courses such as Rabbinic Theology, Jewish History, and Elements of Hebrew. Admission RequirementsApplicants must possess a High School Diploma or its academic equivalent. All applicants must submit a written statement outlining their vocational objectives and how the certificate relates to those objectives. Certificate Program for Moreh/Morah Completion of Certificate in Messianic Studies or Certificate in Messianic Jewish Studies; serve 6 months as apprentice/assistant in a local congregation; remit the $175 certification/registration fee. Certificate Program for Madrikh/Madrikha The Madrikh Certification program is designed to increase participatory leadership at local congregational level, raising expectation in the wider community, adding credibility to the leadership structure of any congregation. Rabbis will tell you they are aware their congregations are understaffed, their staff overworked, and a well-functioning healthy congregation and community has many qualified moving parts. This Certificate is truly an accomplishment to have pride in and worth pursuing by those who are called to congregational and community leadership. Curriculum includes courses over an 18 month period. Remit the $200 certification/registration fee. And requires exams, oral testing and an Apprenticeship/ Practicum at a congregation in your area for 12 months. Certificate Program for Chazzan/Cantor Certificate Program for Shaliach Certificate Program for Taharah Specialist

DEGREE PROGRAMS Associate in Messianic Studies (For-Credit, Degree-seeking, Matriculating) Per credit hour $45 Associate in Messianic Jewish Studies (For-Credit, Degree-seeking, Matriculating) Per credit hour $45 Bachelors in Messianic Studies (For-Credit, Degree-seeking, Matriculating) Per credit hour $45 Bachelors in Messianic Jewish Studies (For-Credit, Degree-seeking, Matriculating) Per credit hour $45 The INTERNATIONAL MESSIANIC TORAH INSTITUTE course of study to the degree level includes distance learning, local cohort (Mentoring Centers) involvement in your locale, as well as some annual residential periods lasting from 1 week to 3 weeks in various locations in the US, for courses marked Intensive. Degree programs also incorporate a Practicum, service within a functional congregation for credit towards the degree. Audit Course/Lishmah (Non-degree seeking, no credit awarded, non-matriculating) Discount 25% Per credit hour, no more than six(6) credit hours per quarter. SEMICHA PROGRAM The IMTI Semicha program, licensing of

12

Messianic Rabbis, is done in conjunction with Ysharim USA, and requires completion of the IMTI bachelors program, an internship at a Messianic Congregation in your region for at least a six-month period, and payment of a $250 Certification Fee

SUNRISE SEMINARS

Held at MC locations nationwide 3 hr. intensives Rabbinic Explorations: Exalting Messiah Jewishly

$49 p.p. $69.00

FOUNDATIONS COURSES (13 Week Discipleship Courses, Non-Credit) Jewish Roots of the Christian Faith (FHST 310)

This course introduces a broad spectrum of thought regarding the Jewish Roots of the Christian Faith. This course seeks (1) to acquire a better understanding of the distinctions of these great Monotheistic Religions, (2) to understand the similarities that indicate a common foundation, (3) to have a broader understanding, a greater tolerance, and respect for the religious ideas of others .

Basic Hebrew: Alef-Bet Are you ready to learn to read Hebrew? In this class, students learn the
Hebrew alphabet, vowels, and essential pronunciation skills. In short order, youll be reading simple words and sentences in a fun and supportive setting, and leave with a solid foundation for the 2nd quarter class Gimmel-Dalet. Moving on to Gimmel-Dalet Learn to read and understand the Hebrew words and grammar of the Siddur, the prayerbook, as well as some Biblical Hebrew, while strengthening your reading skills as you learn to uncover key root words. For students with basic decoding skills, or for those continuing from the 1st Quarter Alef-Bet class Basic Messianic Judaism: In Word and Deed A 2-Hour Block Offered at all times and locations (Hour 1) Words to Live By This class will provide an understandable, clear overview of Torah and other basic jewish texts. The main focus will be on the Torah- Genesis, Exodus, Leviticus, Numbers and Deuteronomy. What is in each book? Why is it in there? What are the major themes and ideas in each book? Who are the main characters and what do they teach us about how to live our lives today? How can the commentaries help us understand the text? Who was Rashi and why is his commentary so special? What about modern commentaries? As we study the texts together, students

13

will develop the confidence to study them independently also. Other selected texts will be explored, including and overview of the rest of the Jewish Bible, the Gemara and Mishnah. (Hour 2) Living Out the Torah Quick, what are you doing RIGHT NOW that is from the Torah? You dont have to be in synagogue or be praying in order to be doing Torah. Believe it or not there exists a whole list of possibilities ranging from your own inner beliefs to your morning routines to walk out Torah in your life. Our faith provides us a full range of activities that bring meaning to our lives and connect each of us to something far greater. It teaches us to transcend the everyday life we sometimes get bogged down in and urges us instead to lead lives of integrity, honor, nobility and focus. In this class we will consider the possibilities of everyday life as opportunity to let Torah manifest in us and outwards from us- holidays, Shabbat and the rites of passage of a holy life.

Foundations Rediscovered is an on-line course produced by Torah Resources International, that


endevours to help Bible students to rediscover the precious foundations of their faith, which are deeply rooted in the fabric of scripture from Genesis to Revelation. The course material emphasizes the continuing authority that the Torah [The Five Books of Moses] has for all serious students of the Word of God. In addition, you will also discover foundational truths of what it means to be a New Creation in Messiah. As you progress through each weeks lesson, you will learn the basic principles of effective Bible study that will enhance your personal study for a lifetime. This program is our attempt to begin, as participants in the covenants of Israel, the restoration of the biblical foundations of our faith in Messiah Yeshua. It is our hope that students will gain a greater depth of understanding of the Scriptures and Yeshua, as well as how we were created to live, reflecting the principles of the Torah with grace and integrity in our lifes journey. This course was designed to present students with a unique approach to and study of the whole Word of God, from Genesis through Revelation. Some of the material may be new for you, but the truths are centuries old. In fact, the goal of this course is to take you back to an unaltered understanding and application of Scripture practiced by the early followers of Yeshua. This program is our attempt to begin, as participants in the covenants of Israel, the restoration of the biblical foundations of our faith in Messiah Yeshua. It is our hope that students will gain a greater depth of understanding of the Scriptures and Yeshua, as well as how we were created to live, reflecting the principles of the Torah with grace and integrity in our lifes journey.

Darche Noam: Torahs Ways of Pleasantness


You will strengthen your appreciation for the broad spectrum of Torah perspectives by studying the texts upon which these approaches are based, experiencing simchas and the cycle of the Jewish year. You will form close ties with our diverse and multifaceted faculty and study a range of Torah lifestyles. Make Torah study, Jewish values and Halacha integral to every aspect of your life. We are small enough to offer you individualized attention, allowing you to grow at your own pace. The Torah you learn, the ethics you internalize and the relationships you develop will help you become the person you strive to be. Our approach, based on mutual respect and tolerance, will make you an advocate for Ahavath Yisrael, focusing on what unites our people.

Torah LAm(Torah for Everyone)


If you began reading a novel at the middle chapter of the book, you might well still find the story line enjoyable. But, you wouldnt know what came before, wouldnt have been introduced to the characters and failed to know what events led to the point where you joined the story. We often read Torah and

14

study just one story line, or look only for the key concepts that Are there to prove a point we want to make with someone. Torah LAm allows us to see the big picture in Torah- the main themes, the ideas they represent, and the characters that act out these themes throughout Torah. This is the perfect Adult Continuing Ed class for students who feel they know pieces of Torah but have never been able to bring those pieces together to see the whole puzzle and what it represents or leads to. The Facilitators at IMTI Mentoring Centers will share the process they follow when preparing to teach Torah texts- the commentaries and resources they use- which you can use also.

Paul Unmasked
This course focuses on critical reading and interpretation of the 13 New Testament letters attributed to the apostle Paul. The primary goals of the course are: 1) to become familiar with the language, argument, and theology of Paul's letters; 2) to develop the skills of critical analysis and interpretation through close reading, discussion, and frequent writing assignments; 3) to relate Paul and his letters to their original social settings, to the historical development of Christian theology, and to contemporary interpretive approaches.

WEBINARS (Usually 6 hours online) ON-SITE INTENSIVES

$99.00

TAHARAH TEAM TRAINING WORKSHOP 5 hrs. at YOUR site We will train your local team(s) to prepare for the proper burial of those who pass in your community, according to Jewish ritual. We will assist you in establishing a Messianic Chevra Kadisha, make arrangements with a local funerary and cemetary for separate area for your decedents ; 2 teams trained, 1 male team, 1 female team, 5 persons each. Additional attendees $75 each. $ 500 & travel costs; book costs($18 each), materials (purchased locally, your cost)

EXTERNAL COURSE OPPORTUNITIES IMTI charges an admin/registration fee for these courses $49.00; no other fee is charged. Modern European Mysticism and Psychological Thought provided by Hebrew University
The course will examine the psychological thought of the modern mystical traditions in Europe. We shall focus on two topics with wider cultural implications: The soul and the heart. In the revival of mysticism today, mysticism has become more psychological while psychology is increasingly interested in mysticism. This course will provide an entry into the complex world of modern mysticism, through studying its psychological thought. We shall begin with exploring the interpretations of mystical experience offered by psychoanalysts in the twentieth century, starting with Sigmund Freud and Carl Jung and ending with contemporary thinkers such as James Hillman. However, we will see that the European mystical traditions, including Kabbalah in the Jewish world and those of the Catholic and Protestant worlds, developed their own elaborate systems of psychological thought. Thus, we will mostly examine mystical psychology on its own terms. We shall especially look at two terms that are very much in use also in general culture: the heart (as an emotional rather than as a physical center!...) and the soul, looking at the unique mystical concepts of their nature and destiny and asking if there were influences and meetings between the different religions.

A Brief History of Humankind

provided by Hebrew University

15

The course surveys the entire length of human history, from the evolution of various human species in the Stone Age up to the political and technological revolutions of the twenty-first century. One hundred thousand years ago, Homo sapiens was still an insignificant animal minding its own business in a corner of Africa. Our ancestors shared the planet with at least five other human species, and their role in the ecosystem was no greater than that of gorillas, fireflies, or jellyfish. Then, about 70,000 years ago, a mysterious change took place in the cognitive abilities of Homo sapiens, transforming it into the master of the entire planet and the terror of the ecosystem. Today it stands on the verge of becoming a god, molding not only its surroundings but also its own body and mind. The course will explain how Homo sapiens conquered planet Earth, and what it did with its newly acquired power. How did Homo sapiens manage to drive all other human species to extinction, along with about half of the worlds large terrestrial mammals? When did money and gods appear, and why? How did empires rise and fall, and why is it possible for small minorities to lord it over vast numbers of subject populations? Why did almost all societies believe that women are inferior to men? What was the role of religion in history, and why did monotheism become the most widespread type of religion? How did science and capitalism become the dominant creeds of the modern era? Does history have a direction? Did people become happier as history progressed? And what are the chances that Homo sapiens will still be around in a hundred years?

Introduction to Philosophy provided by University of Edinburgh This course aims at being an introduction to philosophical thinking in general rather than
to provide a full survey of philosophical disciplines, their methods, doctrines and leading ideas. Instead of trying to give a comprehensive account of all possible forms philosophy has assumed throughout its long history we shall zero in on several characteristic examples illustrating how classical and modern thinkers formulate their questions and how they grapple with their issues in contrast to ordinary, religious and scientific consciousness. Consequently, we shall focus on questions (for instance: Is knowledge possible? Does it come from reason or from experience? What is the ultimate substance of the world? Is it material or ideal? Are human actions free or determined? Does God exist? Why is there evil? Are moral norms relative or absolute?) as well as on some specific concepts philosophers use to articulate their experience and the world we live in (being, substance, justice, a priori, a posteriori, contingent, necessary, empirical, etc.). In addition, the course will provide a preliminary orientation about the notion of philosophical argument, its various forms and the ways arguments should be analyzed. Objectives: The main objectives of this course are: (1) to become familiar with major philosophical problems and the methods of dealing them, (2) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (3) to acquire an initial command of philosophical language. The ultimate objective, of course, remains (4) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.

Greek & Roman Mythology provided by University of Pennsylvania This course will focus on the myths of ancient Greece and Rome, as a way of exploring the
nature of myth and the function it plays for individuals, societies, and nations. Myths are traditional stories that have endured over a long time. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they a set of blinders that all of us wear, though we do not realize it? Or are they just entertaining stories that people like to tell over and over? This course will investigate these questions through a variety of topics, including the creation of the universe, the relationship between gods and mortals, human nature, religion, the family, sex, love, madness and death.

Introduction to Logic

provided by Stanford University

16

In this course, you will learn how to formalize information and reason systematically to produce logical conclusions. We will also examine logic technology and its applications - in mathematics, science, engineering, business, law, and so forth. Logic is one of the oldest intellectual disciplines in human history. It dates back to the times of Aristotle; it has been studied through the centuries; and it is still a subject of active investigation today. This course is a basic introduction to Logic. It shows how to formalize information in form of logical sentences. It shows how to reason systematically with this information to produce all logical conclusions and only logical conclusions. And it examines logic technology and its applications - in mathematics, science, engineering, business, law, and so forth. The course differs from other introductory courses in Logic in two important ways. First of all, it teaches a novel theory of logic that improves accessibility while preserving rigor. Second, the material is laced with interactive demonstrations and exercises that suggest the many practical applications of the field.

The Ancient Greeks provided by Wesleyan University This is a survey of ancient Greek history from the Bronze Age to the death of Socrates in 399 BCE. Along with
studying the most important events and personalities, we will consider broader issues such as political and cultural values and methods of historical interpretation. This course is a survey of ancient Greek history, covering the roughly 13 centuries that extended from the Minoan / Mycenaean Bronze Age (ca. 1800-1200 BCE) down to the death of Socrates in 399 BCE. Along with studying the most important events and personalities, we will consider broader issues such as political and cultural values and methods of historical interpretation. Some of the topics we will cover include: relations between the Greeks and their neighbors to the East; Homer and the heroic ideal; the development of the type of community called the "polis"; the diffusion of Greek civilization from Southern Italy to the shores of the Black Sea; gods and mortals in myth, religion and ritual; the roles of women; Athenian drama; the treatment of slaves and foreigners; and the birth of democracy. We will strive to get as full an understanding as we can of this extraordinary, and extraordinarily influential, society. The reading assignments, wherever possible, will be from ancient sources in translation. No previous knowledge of ancient history is assumed.

Tel Dor Archaeological Excavations (BSSS0401)

provided by Ysharim International $778 for 3 credit hours + $4,250 for travel to Tel Dor, in Israel and local accomodations. The fieldschool consists of two parts: (1) Hands-on Archaeology in the Field. Excavating in the field,under the excavation's senior staff (square and area supervisors), under the supervision of the project's directors. It includes participation in all facets of the excavation procedure. Excavation is conducted 5 days a week (Monday through Friday), 8 hours a day. In all, about 200 hours of field work. Three credits are offered for this part of the fieldschool, or two credits for participation in only half of the excavation season. Partcipants will be required to hand over a field report at the end of their work. This part of the fieldschool can be taken independently of Part 2. (2) Artifact Processing, Exercises and Lectures/Classes. These take place in the afternoon, four days a week (Monday through Thursday). They include: (a) Pottery and/or (animal) bone washing and sorting (1.5 hours each day, 4.00 pm to 5.30 pm). (b) Practical exercises on the tell and lectures on various topics concerned with the archaeology of Israel and its settings, and the Archaeology of Dor. Lectures are delivered by the project's directors, group leaders (also University Professors), the Tel Dor senior staff, and invited lecturers. Three credits are being offered for this part of the fieldschool. Part 2 of the fieldschool can be taken only in conjunction with a full participation in Part 1. All fieldschools are 4 weeks long and held in mid-June to mid-August as announced.

Jewish National Fund Pomegranete Program Tour to Israel


14 days Feb. 14-27, 2013 $ 3,800 3 nights Tel Aviv, 3 nights Dead Sea area, 7 nights Jerusalem; daily breakfasts, 2 lunches, 12 dinners; hotels per person double occ., meals as specified, gratuities, medical insurance, guides, coach transportation, entry fees to sites/attractions, special events as plan offers. All land prices subject to change of shekel to dollar rate of exchange at time of final booking.

17

SUKKOT 2013 HOLY LAND TOUR with YSHARIM USA 15 days Sept. 18-Oct.2, 2013
In-depth exploration of the Land of Israel, its history, culture and religions. This is the ultimate tour, unlike any of the Plastic Jesus Tours most people end up on. This 14 night unparalleled journey takes participants from the magic of Jerusalems Old City, through the natural wonder of deserts and the Dead Sea, across the lush galilee and along the western coast of the Land, to the metropolis of Tel Aviv, enjoying wonders of nature, discovering sites from both Old Testament and new, as well as famous landmarks from your own history and time. $ 4595 p.p. includes daily meals(breakfast and dinner), hotels per person double occ., gratuities, medical insurance, guides, coach transportation, entry fees to sites/attractions, special events as plan offers. All land prices subject to change of shekel to dollar rate of exchange at time of final booking. Counts as 6 credit hours towards a degree program.

FOR-CREDIT COURSES
APO ARC BIB CAN CHR ECC ESC HER Apologetics Archaeology Bibliology Cantorial Studies Christianity/Christian Thought Ecclesiology Eschatology Hermeneutics HOM JWS LAN MIS PNE PRA RAB SOT Homiletics Jewish Studies Languages Missiology Pneumatology Practical Ministry Rabbinics Soteriology 18

HAR HIS GEN

Harmartiology History General Studies

TAL THE WOR

Talmudic Studies Theology Worship Studies

PFS 100

Personal Foundations for Spiritual Growth

*REQUIRED for ALL degree-seeking students 3 ch The purpose of this course will be to achieve a basic understanding of the nature and content of the theology of Messianism and the theological method of study in relationship to (1) Biblical texts, (2) the primary texts of Torah, Tanakh, Talmud and Besorah in the history of the Messianic faith and (3) contemporary human religious experiences.

APOLOGETICS
Church Apologetics APO-101
An introduction in logical reasoning concerning belief in the Christian faith. Evidence is presented for the resurrection, deity of Messiah, and the existence of God. (Know Why You Believe, by Paul Little)

Messianic Apologetics APO-102


Messianic apologetics specializes in issues that are related to the objections that Jesus is the Jewish Messiah. In the first century, the messianic expectation was by no means monolithic. Traditional apologetics has generally laid a great emphasis on messianic prophecy as one of the keys to demonstrating Jesus is the Jewish Messiah. However, when it comes to prophecy, it is not always predictive. The Greek word for fulfill is (pleroo) which has a much broader usage than the prediction of a prediction. For example, in Matthew 5:17- Jesus says he came to fulfill the Law and the Prophets. In this passage fulfillment has a sense of embodying, bringing to completion, or perfecting. Fulfillment is one of the main themes of the New Testament, which sees Jesus and his work bringing to fruition the significance of the Hebrew Bible. It cannot be stated more strongly that if we are going to understand prophecy then we must study the way the hermeneutical methods of the New Testament authors.

Messianic Polemics (Disputation & Argumentation)

APO-103
/plmk/) is a contentious

Polemic theology is the branch of theological argumentation devoted to the history or conduct of controversy over religious matters. The art or practice of such argumentation is called polemics. It is distinguished from apologetics, the intellectual defense of faith. A polemic (

argument that is intended to establish the truth of a specific belief and the falsity of the contrary belief. Along with debate, polemics are one of the most common forms of arguing. Similar to debate, a polemic is confined to a definite controversial thesis. But unlike debate, which may allow for common ground between the two disputants, a polemic is intended only to establish the truth of a point of view while refuting the opposing point of view.

19

ARCHAEOLOGY
Introduction to Biblical Field Archaeology ARC 101 Study of the purpose and techniques of Archaeology; be introduced to the interdisciplinary scientific approaches employed in contemporary archaeological research and provided with an overview of the origins and evolution of human social and economic systems. This course encompasses a hands-on laboratory in archaeological methodology, learning the methods and techniques used to reconstruct the ancient past. Students take part in the cleaning, sorting, and marking of pottery and other excavated artifacts, and learn about basic issues of preservation and conservation. The Valley of the Kings ARC 201 This course will feature the Pharaohs who were buried in the valley and why they were buried there, a look inside a number of tombs, tomb building, decoration and history. The Introduction to Egypt ARC 202 This course will look at six examples of Egypt; The Nile Cruise, The Valley of the Kings, Crete, Sir Arthur Evans and his Minoans', Three pyramids, a Sphinx and a Museum, Neolitic Malta and rome - the Eternal City. Journeys across the Ancient World ARC 203 The first great clash between the civilizations of East and West came about in the early 5th century BC, pitting the small Greek city-states against the vast Persian Empire. The West's first historian, Herodotus of Halicarnassus, provides us with a narrative of those events that this course will attempt to reconstruct. Egyptology Certificate of Competence ARC 301 (special course in conjunction with Bsy Group) Think about Egyptology and what probably springs to mind is Howard Carter's discovery of the tomb of Tutankhamun, with all its glorious artifacts. Yet there is so much more to learn the magic and mystique woven into legends of Kings and Queens; murder and intrigue; the mummification and funeral rites contained in the Book of the Dead; the construction and decoration of tombs and temples; and the way of life of the people themselves. This course offers an introduction to the civilization of Ancient Egypt, mainly the eighteenth dynasty. Egyptology Level 3 Diploma ARC 302 (special course in conjunction with Oxford Learning College) This Quality Assured Level 3 Diploma in Egyptology is designed for those wishing to develop their knowledge of ancient Egypt, whether out of personal interest or as the starting point for further academic study. Throughout the course you will learn about the different historic periods of ancient Egypt and the many monumental buildings, historic cities, artifacts and individuals that have made Egyptian civilization one of the wonders of the ancient world. The course will also help build research and analytical skills which can be used in a wide variety of settings. Through the study of Egyptology you will be introduced to some of the fabulous treasures of Egyptian history and archaeology and some of the world's most iconic objects and monuments. The course explores the history of Egypt from the earliest Predynastic Period to the end of Pharaonic Egypt with the death of Queen Cleopatra and the annexation of Egypt by Rome. The course

20

provides an opportunity to enter a past world and to consider the lives and attitudes, perceptions and beliefs of people whose civilization is one of the foundation stones of our modern world. Benefits of the Course Students can expect to derive the following benefits from the diploma course: An introduction to the discipline of Egyptology and the wonders of the ancient Egyptian civilization Develop knowledge of the full-range of ancient Egyptian history from the Predynastic to the Roman Period Understand how Egyptology and Egyptian archaeology are conducted Learn how to accumulate evidence Develop skills to question data Gain an appreciation the application of historic documents Discover theories and puzzles and unanswered mysteries Develop an awareness of different cultures, perceptions and beliefs How to collect information and carry out research The course introduces the student to a past world full of opportunities An understanding of what the modern world owes to ancient Egypt

This course will provide the student with a Diploma in Egyptology. It is comprised
of 10 modules and course culminates with a formal online examination. A fun and fascinating exploration of history and archaeology. Course Content This course will provide the student with a Diploma in Egyptology. It is comprised of 10 modules and course culminates with a formal online examination. CAS AR100 Great Discoveries in Archaeology Illustrated lectures focus on the important discoveries of the discipline of archaeology. Course covers the whole of human prehistory around the world. Archaeological methods are described, along with the great ancient sites: Olduvai, Lascaux, Stonehenge, Egyptian Pyramids, Machu Picchu. Lecture and Discussion. CAS AR101 Introduction to Archaeology Theory, methods and aims of prehistoric and historical archaeology in the Old and New Worlds. Excavation and recovery of archaeological data; dating techniques; interpretation of finds; relation of archaeology to history and other disciplines. Examination of several Old and New World cultures. Lecture and Discussion. (Course fulfills social sciences distribution requirement. CAS AR202 Archaeological Mysteries: Pseudoscience and Fallacy in the Human Past This Course investigates pseudoscientific claims about the past based on case studies claiming to solve archaeological mysteries, and subjects them to the test of evidence using the scientific method. Topics: Atlantis, ancient extraterrestials, Pyramids, Stonehenge, crop marks, Noahs Ark, etc. CAS AR221 Archaeology of the Islamic World An overview of the Archaeology of the Islamic world during 7th to 18th centuries CE. Focus on ancient cities, religious and secular buildings like gardens, palaces, forts, mausoleums and mosques and study of ceramics, calligraphy, metal and glassware, trade routes and Islamic crafts. (Course fulfills department area or topical requirement.) CAS AR230 Introduction to Greek and Roman Archaeology How material remains help us understand aspects of Ancient Greek and Roman cultures in their historical development: religious and civic spaces; the culture of affluence; imperial identity; and the transformations that mark the end of classical antiquity. CAS AR232 Archaeology of Ancient Egypt The technology, economy, social life, political organization, religions, art, and architecture of Egypt from

21

predynastic times through the Hellenistic period, based on archaeological and historical sources. Emphasis on the period of the Pharaohs (ca. 3200-323 BC). CAS AR305 Paleolithic Archaeology Introduction to the emergence of culture and the reconstruction of early lifeways from archaeological evidence. Topics include early humans in Africa, Asia, and Europe; Neanderthals; the first Americans; and the prelude to agriculture. CAS AR330 Greek Archaeology Archaeology in Greek lands from the Iron Age to the first century BC; aims and methods of Classical archaeology; correlations with anthropology, art history, history and literature. CAS AR331 Etruscan and Roman Archaeology Cultural evolution on the Italian peninsula from the early Iron Age to the fall of Rome (1100 BC to AD 476). Origins and developments of Etruscan civilization; Italic peoples and the rise of Rome; Roman religion, economy, arts, architecture, and social and civic institutions. CAS AR332 Greek and Roman Cities Follows the development of urban centers in the Greco-Roman world from the Late Bronze Age through the Roman period. Topics include state formation, urban architecture and infrastructure, public and private buildings and monuments, and social dynamics of urban culture. CAS AR 335 Mystery Cults in the Graeco-Roman World Lectures and discussions on the evolution and nature of mystery cults in the Graeco-Roman World from the 7th c. BC to Late Antiquity. The course will be concerned with the rituals, belief systems, iconography, and sanctuaries of select cults, including Demeter and Kore, Dionysus, Cybele and Attis, Isis, the Syrian deities, and Mithras. Evidence will be drawn from archaeology, art history, literature, and inscriptions. CAS AR338 Mare Nostrum: Material Culture and Individual Identity after Alexander This course examines the interconnected cultures of the eastern Mediterranean from the era of Alexander the Great (4th century BCE) through the Roman emperors period (c. 2nd-3rd centuries CE), with a focus on the material correlates of identity. CAS AR341 Archaeology of Mesopotamia An overview of the core area of the ancient Near East from the introduction of agriculture to the Hellenistic era. Emphasis will be on the genesis of urban society and its transformation under the Sumerians, Babylonians, Assyrians and Persians. CAS AR342 Archaeology of the Holy Land In Israel, archaeology is part of current events. We study remains from the Israelite to the Moslem conquests (c. 1200 BCE 640 CE) to learn how material evidence created and still plays a role in a larger historical drama. CAS AR343 Anatolian Archaeology An historically oriented survey of the material remains of the ancient cultures of Turkey and northwest Iran from the Neolithic to the Hellenistic Period. Emphasis is on the Hittite Empire and civilizations that succeeded it in the first millennium. CAS AR 345 Introduction to Archaeological Field Methods: Getting the Context Right Prerequisite: Acquaints students with some basic techniques used in modern archaeology prior to a full field school experience. Hands-on field and laboratory work, as well as examples from the literature, illustrate the techniques and concepts employed in the course. CAS AR346 Seminar: The Archaeology of Ancient Egypt Examines the prehistoric and early historical origins of ancient Egyptian civilization, major institutions of the culture, and culture changes through time. Major topics such as changing socio-political organization, demography and the economic system, and beliefs/religion will be studied. CAS AR347 Egypt and Northeast Africa: Early States in Egypt, Nubia and Eritrea/Ethiopia This course focuses on early states in northeast Africa, in Egypt, Nubia, and Eritrea/Ethiopia. Comparative analyses include socio-economic institutions, kingship, burial practices and religions of these early states, concentrating on archaeological as well as textual evidence. CAS AR450 Methods and Theory in Archaeology Senior capstone seminar dealing with the intellectual history of the discipline, research methods, concepts, and problems in archaeological theory, and the formulation of research designs. CAS AR480 Archaeological Ethics and The Law In this course students examine archaeology and professional ethics; archaeology as public interest; legal organization of archaeology; international approaches to heritage management; looting, collecting and the

22

antiquities market; maritime law and underwater archaeology; cultural resource management in the United States. CAS AR503 Archaeological Field Methods: Survey and Excavation Prereq: consent of instructor. Archaeological field school with intensive study of archaeological techniques and procedures. Direct involvement in field excavation, assisting in data recording, and in the description and inventory of artifacts and specimens. Field, lab and/or lecture involvement; requires six to seven hours a day, five days a week. Various locations around the world. CAS AR531 Studies in Etruscan and Roman Archaeology Topics Vary. Intensive coverage of particular periods or sub-areas in Etruscan and Roman archaeology (Etruscan settlements and Roman towns, archaeology of the Roman Republic, Archaeology of the Roman provinces, etc.) as selected by instructor. CAS AR543 Introduction to Akkadian Cuneiform I An introduction to the Semitic language that served as the lingua franca in the Near East from ca. 2500500 BC, with emphasis on reading texts in cuneiform script. CAS AR544 Introduction to Akkadian Cuneiform II Completes coverage of the essentials of Akkadian grammar and highlights differences between Assyrian and Babylonian dialects. Readings in cuneiform include sections of the Code of Hammurabi and the Epic of Gilgamesh. GRS AR731 Seminar: Greek Archaeology Topics vary. GRS AR734 Seminar: Archaeology of the Roman Provinces Topics vary. GRS AR741 Archaeology of Mesopotamia Studies this core area of the ancient Near East, from the introduction of agriculture to the Hellenistic era. Examines the genesis of the first urban society and its transformation under the Sumerians, Babylonians, Assyrians, and Persians. GRS AR742 Archaeology of the Holy Land In Israel, archaeology is part of current events. We study remains from the Israelite to the Moslem conquests (c. 1200 BCE 640 CE) to learn how material evidence created and still plays a role in a larger historical drama. GRS AR743 Anatolian Archaeology A historically oriented survey of the material remains of the ancient cultures of Turkey and northwest Iran from the Neolithic to the Hellenistic period. Emphasis is on the Hittite Empire and civilizations that succeeded it in the first millennium. GRS AR746 Archaeology of Ancient Egypt Seminar. Survey and analysis of sites from Egypts prehistory and the major periods of Pharaonic civilizations. Problems such as changing social and political organization, demography, and the economic system will be studied, as interpreted from the archaeological evidence. GRS AR747 Egypt and Northeast Africa: Early States in Egypt, Nubia and Eritrea/Ethiopia This course focuses on early states in northeast Africa, in Egypt, Nubia, and Eritrea/Ethiopia. Comparative analyses include socio-economic institutions, kingship, burial practices and religions of these early states, concentrating on archaeological as well as textual evidence.

23

BIBLIOLOGY
Genesis BIB 100
An in-depth analysis of the Book of Genesis in light of modern scholarship and traditional commentaries.

Old Testament Survey BIB 101


This course is an introduction and overview of the Old Testament as a literary unit and examines its nature, contents, and historical context.

Introduction to Bible

BIB 102

This course will introduce the student to modern critical studies of the Bible. Selected texts of the Bible will be studied in depth while broader thematic issues will be surveyed. Various methodologies used by biblical scholars will be introduced to the students. The many meanings of the text and the centrality of the Bible in the Jewish world will be emphasized through careful study.

New Testament Survey BIB 103


This course is a study of the books of the New Testament with an emphasis on the major doctrines. The cultural and historical context as well as the literary genre and theological contributions of each book are examined in depth.

Survey of Torah

BIB 104

In this course, students will read the books of the Hebrew Bible critically as literature, as religious and moral text, and as a source of sociological knowledge. This course surveys the biblical literature, acquaints the students with critical methods for the study of the Bible, situates the Bible within the literature and culture of the ancient Near East, and discusses the religion of ancient Israel.

Survey of Tanakh

BIB 105

Tanakh Survey is an intensive overview of the narrative, history, and theology of the Tanakh, or Old Testament. Course study is divided into four sections covering the various divisions of the Old Testament: The Law (Torah), History, Wisdom Literature, and the Prophets. Pivotal figures such as Adam, Noah, Abraham, Jacob, Gideon, David, Solomon, Elijah, and Jeremiah will also be examined. Assignments from each section comprise the bulk of required reading.

Survey of Genesis to Malachi BIB 106


This course is a survey of the Old Testament from Genesis to Malachi. It includes a general introduction to the study of the Bible and use of common Bible study tools.

Former Prophets

BIB 107

An immersion in the texts of the Former Prophets. Extensive study of text will provide opportunities to explore the major themes and structures of the early prophetic literature

Introduction to Parshanut

BIB 108

An introduction to the medieval Jewish commentators found in the printed tradition of rabbinic Bibles (Mikra ot Gedolot). Selections, mostly from the Torah, will be examined to compare and contrast opinions of Rashi, Ibn Ezra, Rashbam, Ramban and other commentators. Students will also become familiar with other features and interpretive tools found on the pages of rabbinic Bibles.

Parashat Hashavuah BIB 109


Study of the weekly parashah through the lens of a different method (such as traditional commentaries, feminist criticism, literary criticism, etc.) each semester.

Book of Jonah BIB 110


This class is designed to introduce the student to the basic issues of interpreting the Old Testament as a whole, and the book of Jonah in particular, to give the student experience in interpreting the genres of Old Testament narrative and poetry; to introduce the student to the historical, apologetic, and literary challenges of Jonah as it relates to the Canon, the Old Testament, the Minor Prophets and the New Testament, and to introduce the student to issues in how Jesus understood the book of Jonah.

24

The Five Megillot and Jonah: Biblical Books for the Holy Days BIB 111
In this course, we will study the Song of Songs, Ruth, Lamentations, Jonah, Ecclesiastes, and Esther using modern literary analysis as well as rabbinic commentary. We will pay special attention to how these books lend their character to the holy days of the Jewish people, and how their different moods and ideas compare and contrast.

Amos and Micah: Fighters for Social Justice BIB 112


This course will analyze these two pivotal prophetic figures as leaders who fought for social justice. We will also examine how these texts are used today.

Amos and Jonah

BIB 113 BIB114

Understanding the prophets in the context of their own time and from the perspectives of contemporary and medieval commentators.

Selected Readings in Jeremiah and Ezekiel

This course examines selections from the latter prophets of the Hebrew Bible. Background on the history and function of prophecy in Israel will be considered, along with elements of the life of each prophet. Emphasis will be upon a modern literary approach, focusing on structural and thematic frameworks for each passage. Our goal will be to identify the theological message of each prophet. Class discussion will focus in-depth upon selected passages, but students are expected to be familiar with the larger contexts in translation, and with secondary readings as assigned.

Isaiah

BIB 115 BIB 116

An in-depth analysis of the Book of Isaiah in light of modern scholarship and traditional commentaries.

Readings in Samuel Job BIB 117

An in-depth analysis of selected texts from the Books of Samuel using both modern and traditional approaches. Is the Book of Job fact or fiction? How do the Rabbis treat it? Does the Book of Job answer the question of justice of the divine government of the world? Why do the good suffer and the evil prosper? How do we deal with the issue of God s goodness? Or, do we accept Archibald MacLeishs couplet: If God is good he is not God, if God is God, he is not good. We will struggle with these and other questions as we study the Book of Job this quarter.

Trei Asar

BIB 118

An in-depth study of some of the Minor Prophets such as Hosea, Joel, Amos, Jonah, Micah, Nahum, Habakkuk, Haggai, Zechariah, and Malachi. Why is the Aramaic term Trei Asar used to designate this group of prophets? Were they social activists or just xenophobic? What motivated them to preach as they did? Did they have the ability to foretell the future? How relevant is their message in this day and age? We will discuss these and other questions through an in-depth study of some of these minor prophets. Jonah and Qohelet BIB 119 An in-depth examination of the books of Jonah and Qohelet, their historical, contextual beginnings and their later place in the liturgical cycle of the Jewish year.

The Book of Psalms BIB 120


The goal of this course is to give students an opportunity to explore in depth the rich messages of the Psalms. Emphasis is on the texts themselves, in Hebrew and in translation, with a view to understanding their imagery and poetics, their genres, and their place in the traditions of Israel. In our discussions we will also examine the wider contexts of the ancient Near East and the international wisdom tradition.

The Haftarot BIB 121


In this class we will study selections from the prophetic material that have been chosen to be read as haftarot. We will study the prophetic messages from both historical and contemporary points of view. In addition, special attention will be paid to the connections between the haftarot themselves and the weekly Torah portions. This course will count as a Bible elective or as a Prophets course.

Advanced Parshanut

BIB 108-B

A formal study of the literature of Jewish medieval Bible commentaries. Reference will be made to contemporary research on commentators and their methodology. Prerequisite: Introduction to Parshanut.

Synoptic Gospels BIB 201


This course is an in-depth study of the life and ministry of Yeshua from the perspective of Matthew, Mark, and Luke.

25

Writings of John BIB 202


Both the Gospel of John and the Johannine epistles are studied in this course on Johns perspective of the ministry and teachings of Jesus.

Book of Mark

BIB 203

(prerequisite: LAN 301)

This course is an introduction to and application of the inductive method of Bible study, focusing on the Book of Mark. Rather than studying secondary sources, students will explore the book of Mark for themselves under the guidance of the professor by directly applying the principles of hermeneutics to the biblical text.

Pauline Epistles

BIB 204

This is a study of the epistles authored by Paul in the New Testament. Particular attention is given to the theological treatises discussed in the context of the establishment and strengthening of the new church.

Pastoral Epistles BIB 205


This course is a basic introduction to 1st and 2nd Timothy and Titus, commonly referred to as The Pastoral Epistles. Special emphasis is given to leadership characteristics, development, and responsibilities.

Book of Romans BIB 206


This is an in-depth study of this particular theological masterpiece. Emphasis is placed on an understanding of Pauline theology.

Book of Ephesians BIB 207


This is an in-depth study of the principles and practices of the New Testament ekklesia. Special attention is given to the role of the church in advancing Gods purposes on earth.

Survey of Matthew through Revelation

BIB 208

Surveys the 27 books of the New Testament, including the life and ministry of Jesus Christ, the history of the early church, apostolic instruction given to the church, and God's prophetic plan for the future. Covers the following types of New Testament literature: historical, theological narrative (Matthew - Acts of the Apostles), epistles (Romans - Jude), and apocalyptic (Revelation).

Exegesis of the Synoptic Besorah(NT)

BIB 209

This course encourages students to apply methods of interpretation learned in the introductory course. General issues pertaining to all three Synoptic Gospels will be considered, followed by treatments of each Gospel separately. Basic issues such as authorship, date, place, and characteristic themes will be addressed.

Exegesis of the Pauline Epistles

BIB 210

The student shall be able to apply the content of the specific Pauline Epistles to theological construct as demonstrated in the practice of the Christians in these New Testament churches. The course is organized in three modules: (1) Romans and Galatians, (2) Ephesians, and (3) Philippians, Colossians, and Philemon. Identify the audience, purpose of writing, date and place of composition, the setting of each church studied in the course. Recognize key theological concepts of Romans and Galatians and how the writer applied them to situations in the lives of the Christians reading the letter. Use principles of exegesis to analyze the meaning of the text in Ephesians. Apply the meaning of the letter to the Ephesians to modern life. Use principles of exegesis to analyze the meaning of the text in Philippians, Colossians, and Philemon. Apply the meaning of the letters to the Philippians, Colossians, and Philemon to modern life.

Pauls Pastoral Letters (1 & 2 Timothy, Titus, Philemon) BIB 211 Acts & the Early Kehilat(Community) BIB 212 Book of Revelation BIB 213
This course will explore the meaning and message of the book of Revelation. Specifically, it will examine the merits of the four major theories of interpretationPreterist, Idealist, Progressive, Dispensational, and

26

Classical Dispensational, it will look at Revelations interaction with the Old Testament and the Kingdom of God motif. Finally, it will give the student confidence in coming to an opinion on how to interpret and apply the books message in a ministry role. This is a book study interpretation class, so it will require a solid reading load. Also, a background in basic hermeneutics would be helpful, but it is not a prerequisite.

Understanding Biblical Texts: Sharpening Your Language Skills to Unlock the Richness of the Bible BIB 122
The language of the Bible offers tools to aid the reader in discovering the richness of biblical texts. This course begins with biblical grammar and syntax refreshers, and then focuses on biblical passages that can be better understood, interpreted, and appreciated in the light of biblical grammar, syntax, and other aspects of the language. Attention will also be paid to the ta amei hamiqra as tools to aid reading comprehension. This course will count as a Bible elective or as part of the Parashat Hashavua requirement.

Feminist Approaches to Biblical Texts Pluralism and the Study of the Bible

BIB 301 BIB 302

Reading biblical texts through a feminist lens leads to new insights and exciting interpretations. In this class, we will apply this methodology to texts in both the Former and the Latter Prophets. IMTIs courses are naturally filled with students and faculty who come to the table with different theologies and approaches to their faith. In this class, we will bring this discussion from the background to the foreground. We will set up the class as a lab, choosing a variety of texts to study, ranging from patriarchal narratives, to revelation, to the biblical laws of kashrut, and homosexuality. In preparation for each class, students will need to represent a movement, which may or may not be correspond to their own views. Class time will then be spent focusing on the beauty, strengths, and difficulties inherent in studying the Bible from a pluralistic perspective.

CANTORIAL STUDIES
27

Introduction to the Cantorate CAN 100 An introduction to the profession of the cantor with attention paid to the basic outlines of Jewish liturgical music and its history, the printed and recorded sources of Jewish music, and the role of the cantor as a professional member of the synagogue staff. (0.5 course point) Liturgy in the Bible CAN 101 Our liturgy is based on two basic sources: biblical and Talmudic references and modern poets or liturgists inspired by God, faith, and the history of our people. We will explore these origins and the motivations and the religiosity of the authors of our prayers. (1.0 course point) Introduction to Liturgy CAN 102 Foundations in the formal undergraduate level study of Jewish liturgy. Portions of the weekday service will be used as the examples for developing an understanding of the basic liturgical units including: psukei dezimrah, qeriat Shema uvirkhoteha, tefillah, and kaddish. There will be an overview of the issues involved in understanding the worship traditions of the varied streams that make up the contemporary Jewish community. The problems of prayer and the understanding of prayer as the vehicle for establishing and maintaining a relationship with God will be examined. There will be preliminary discussion of the problems associated with developing compelling and vibrant congregational experience.

Traditional Hebrew Liturgy Overview Messianic Jewish Liturgy Overview

CAN 103 CAN 104

Shabbat Liturgy CAN 105 The development of Shabbat liturgical celebrations from Biblical through contemporary periods. A study of the development of: the Shabbat Amidah and special piyyutim; the kabbalat Shabbat service, and the influence of the mystical tradition; home rituals, kiddush and havdalah along with their function in communal and family life. A survey of practices of various contemporary communities representing all streams of Jewish practice. A discussion of congregational dynamics and effective strategies for developing effective and compelling Shabbat liturgy. Prerequisite: Introduction to Liturgy Festival Liturgy CAN 106 A study of the liturgy throughout the cycle of the Jewish year, from biblical origins to the present era. Features: variations in the basic liturgy, especially the Amidah for Shelosh Regalim; the development of Hallel customs; the form, function and texts of principal piyyutim; variations in practice among various rites and contemporary communities; the role of the Musaf service along with the theological implications of this part of the liturgy. A discussion of the liturgies that have evolved in response to the history of the Jewish community in the twentieth century Yom Hashoah, Yom Hazikaron, Yom Ha atzma ut. Discussion of creative and innovative rituals that can be introduced into the fixed liturgy. Prerequisite: Introduction to Liturgy Bechol Levavchem Full-Hearted Creative Liturgy Class CAN 107 Praying with a full heart, with all of our passion can be challenging. We are confronted by language that can, at best, seem irrelevant, and at worst affronting. This class will focus on how we can make davenning more engaging, more enlivening and more relevant. We will explore pathways into the traditional liturgy as well as the use of prayer-phinalia, or prayer techniques culled from an assortment of sources (Sufi, Buddhist, Psychotherapy, etc.). Empowering Communities Through Song CAN 108 Students will master the skill of teaching and inspiring congregants of all ages. Song-leading techniques and musical resources will be examined. A rich and varied repertoire of songs will provide students with the ability and confidence to lead the a variety of synagogue programming including: Holiday celebrations (such as Hanukkah Songfests, Simhat Torah hakafot, Yom Hashoah Commemorative, etc ), Youth Groups functions (e.g. Ruah songs), Religious School Assemblies, Senior Luncheons, Shabbat Services for Nursery School, as well as Interfaith Services.

28

CAN 108 Choral Traditions CAN 108 An exploration of the vast literature of Jewish choral music, leading to performance at public events. The Many Faces of Jewish Music, Then and Now CAN 109 This course will explore the different music styles used through the years to express the yearnings of our people. This course fulfills the requirement of Introduction to the Cantorate. Introduction to Modes CAN 110 A study of the Jewish prayer modes and their application to the liturgy. Prerequisite for all Nusah classes Musical Skills CAN 130 The study of music theory, ear training, sight singing, harmony, and conducting. (0 Musical Skills II CAN 131 Continuation of the study of music theory, ear training, sight singing, harmony, and conducting. Musical Skills III CAN 132 Continuation of the study of music theory, ear training, sight singing, harmony, and conducting leading to proficiency. History of Jewish Music CAN 201 An exploration of Jewish music from past to the present. Conducting CAN 250 An in-depth exploration of how to create a Congregational or community choir. We will study various techniques of vocal warm-ups, proper breathing, phrasing and proper intonation of voice for choral singing as opposed to solo singing. Learn to conduct various rhythms, utilizing hands, heads, and body motions. In addition, we will share techniques in how to teach children s and teenage choirs, and teenage choirs. All students will be required to conduct three choral pieces. Cantillation CAN 308 A rigorous introduction to East European cantillation for the Torah and Prophets. A study of the detailed functions of the ta amim and the way in which they explicate the structure of the text. The literature on Jewish cantillation will be discussed. This course is also open to Rabbinical students seeking rigorous training in cantillation. Advanced Cantillation CAN 312 A continuation of the study of cantillation focusing on Eichah. Prerequisite: CAN 308 (0.5 course point) Advanced Cantillation CAN 313 A continuation of the study of cantillation focusing on the Megilot read on the Festivals. Prerequisite: CAN 308 (0.5 course point) Advanced Cantillation CAN 314 A continuation of the study of cantillation focusing on Esther. Prerequisite: CAN 308 Advanced Cantillation CAN 315 A continuation of the study of cantillation, focusing on Torah reading for Yamim Noraim; Prerequisite: CAN 308 Cantillation CAN 308S A rigorous introduction to Sephardi cantillation for the Torah and Prophets. A study of the detailed functions of the ta amim and the way in which they explicate the structure of the text. The literature on Jewish cantillation will be discussed. This course is also open to Rabbinical students seeking rigorous training in cantillation. Advanced Cantillation CAN 312S A continuation of the study of cantillation focusing on Eichah. Prerequisite: CAN 308S Advanced Cantillation CAN 313S A continuation of the study of cantillation focusing on the Megilot read on the Festivals. Prerequisite: CAN 308S

29

Advanced Cantillation CAN 314S A continuation of the study of cantillation focusing on Esther. Prerequisite: CAN 308S Advanced Cantillation CAN 315S A continuation of the study of cantillation, focusing on Torah reading for Yamim Noraim; Prerequisite: CAN 308S Torah beShirah, Studying Text through Music CAN 350 What would it be like to understand the music of tfilot with the same reverent approach we usually reserve for the study of the text, to discern music s own kevah and kavannah? The musical text is more likely to be understood as a translation of words into musical language, rather than an independent commentary or Midrash. On the other hand, people often agree on the unexplainable, mystical power of music, but rarely stop to consider how it actually works. While in secular music such explorations are usually left to musicologists, rabbis and cantors can hardly afford the same attitude. Far from ruining the magic, such explorations could prompt deeper understanding of both texts words and music, as well as inform our davenning in a new way and enhance our experience of wonder. Course open to rabbinical and cantorial students. Gender Language in Liturgy CAN 416 This course will explore the inclusion of women, or lack of such, in Reconstructionist, Reform, Conservative, and Orthodox siddurim. We will focus primarily on the amidah and birkat haMazon. We will also investigate liturgical language addressing and describing God in terms of gender connotations, focusing on the variety of terms describing God in the High Holy Day liturgy. Advanced Nusah: Shabbat I and II CAN 425 and 426 A study of the nusah and cantorial pieces for use on the Shalosh Regalim focusing on traditional melodies, prayer modes, and Misinai tunes. Targil section required. Advanced Nusah: Shalosh Regalim CAN 430 A study of the nusah and cantorial pieces for use on the Shalosh Regalim focusing on traditional melodies, prayer modes, and Misinai tunes. Targil section required. Advanced Nusah: L hol and Minor Holidays CAN 437 A study of the nusah of the weekday service. A complete exploration of motifs and modes for weekday Shaharit, Minhah and Ma ariv services. This class will include special prayer additions for Hanukah, Purim, fast days, Tisha B av and Rosh Hodesh. All students will be expected to daven and analyze all the different services. Targil section required. Advanced Nusah Yamim Nora im I, II, and III CAN 446, 447, and 448 An in depth extensive study of the vast Misinai tunes that make up the Rosh Hashannah and Yom Kippur liturgy. Each student must develop an understanding of the various motifs and nushaot and how to use them in the course of davenning. Targil section required. Contemporary Shabbat Repertoire CAN 485 and 486 This interactive course presents an overview of the contemporary musical literature (with some classics) of the Shabbat liturgy for the Messianic synagogue. The material covered is for solo cantor; cantor and/or volunteer congregational choir; cantor and/or youth choir; cantor and/or professional choir and is performed, analyzed and discussed. Recorded illustrations of renowned cantors chanting the repertoire are also utilized. Students may also present their own original musical settings. There is a required final project which is for the student to program and perform their own Shabbat Evening and Morning Service based material covered in class. Sephardic Music CAN 525 An exploration of the Ladino repertoire using a Master Class format; students will be graded by the level of preparation of each assigned piece. Israeli Music CAN 527 An exploration of Israeli music, from early halutz days to present day Music for Life Cycle Events and Other Jewish Happenings CAN 561 The course will deal with all occasions in the congregational calendar during which the cantor s

30

officiating and music plays an important part, including life cycle events, healing services, and more. Liturgy of Yamim Nora im CAN 562 This interdisciplinary professional seminar for both rabbinic and cantorial students features: halakhic, liturgical, historical, professional and spiritual material necessary to prepare for this season; the evolution of the season from biblical through modern periods; a survey of various contemporary mahzorim; discussions of strategies for the rabbi and cantor to prepare themselves to lead various congregations through the experience of Yamim Noraim. Prerequisite: Introduction to Liturgy Composing CAN 566 An exploration of the art of composing and arranging music for the modern day worship service. Master Cantors of the Past CAN 576 This course will explore the history and development of the profession of the cantor focusing on the lives, work, and cantorial art of the great cantorial figures of the late 19th and 20th centuries. Their distinct styles will be reviewed through recordings as well as the role they played in their communities. Cantorial Style CAN 577 What are the elements that make a piece sound Jewish? How can we incorporate Cantorial sound into our spiritual sound ? Using recordings and techniques of the great Cantorial masters that have moved generations of our people, students will gain understanding and insight into authentic Cantorial sound and style and be able to replicate it within their own sound. Cantorial Classics/Recitative CAN 578 Students will be given the opportunity to learn cantorial classics, developing a Hebrew and Yiddish repertoire taken from traditional and contemporary sources. The objective will be to perform materials and be coached on the best way to make specific pieces work in davening or in concert. Cantorial Classics II CAN 579 There are many great Yiddish, Hebrew, and Cantorial Classics that have become standards and part of our Jewish Musical History. This classical repertoire has been taken from traditional and contemporary sources. Each student will be stylistically coached, so as to present a true interpretation of each individual song. Ultimately they will be able to represent themselves vocally in a very positive fashion, thus being able to perform these classic songs in concert.

CHRISTIANITY/CHRISTIAN THOUGHT
THE HEBREW FOUNDATIONS OF CHRISTIAN SPIRITUAL FORMATION This course unit aims to introduce students to a study of Christian Religion and Spirituality, focusing on the biblical, theological and historical foundations of Christian Spirituality in Judaism, and according to a denominational perspective. STUDIES IN HISTORICAL SPIRITUALITY Comprehension of an historical dimension in spirituality and its spiritual currency in tradition

31

WESTERN SPIRITUAL CLASSICS: SPIRITUAL WISDOM FROM THE WEST This course unit introduces students to the use of primary texts in order to enable them to appreciate some of the sources and methods of spiritual formation in the Western tradition. Students will be guided in making connections with their own spirituality. PRAYER AND PRAYERFULNESS This course unit focuses on prayer which is a core subject within the study of spirituality. RESEARCH PROJECT IN CHRISTIAN SPIRITUALITY This course unit builds on the theological background, capacity and interests of a student and enables her or him to pursue broad research, often of a survey nature, into an area or topic within a discipline or across disciplines. This research cannot usually be done within the strictures of individual coursework units or the focused study of a particular topic. INDEPENDENT GUIDED STUDY IN THE HEBREW ROOTS OF CHRISTIAN SPIRITUALITY This course unit enables students with initiative and creativity to pursue ideas and areas of interest in the subject area. It affords the student an opportunity to develop independent research and study skills. ISSUES IN CHRISTIAN SPIRITUALITY This course unit enables Bachelor students who desire to pursue a particular issue or issues in a subject area to deepen their understanding, develop their skills of research and increase their appreciation of the related values.

ECCLESIOLOGY
Ecclesiology ECC 101 Focused in a detailed study on the nature and pastoral concerns of the Messianic Congregation. This course details how the Kehilat is understood, its nature and function, its officers, its ordinances, and its place in Gods plan. Various views of the nature of the Kehilat are given and the local congregational view is supported. The means of carrying out the congregational mission are surveyed, providing the students with an opportunity for understanding the unique interplay of the forces that contribute to what the Messianic Movement is today. It also aims to provide the students with an idea as to where the Movement stands and is coming from thereby allowing them to critique it from the vantage point of theology.

ESCHATOLOGY

Hebrew Eschatology Analysis of textual sourcesancient, medieval, and moderndealing with eschatology in the faith of the Hebrew people and Judaism.
Church Eschatology This course will teach students to look for Messiah in todays events, in todays church, and to expect the restoration of all things and the Lords return, and what to look for. An eschatological awareness is more central to the faith than many realize because the congregational Pastor is called to the ministry of reconciliation and restoration, which is the very ministry of Elijah, who before the great and terrible day of the Lord restores all things (Malachi 4:5-6). It is through faithful rabbis and pastors that the ministry and

32

word of Elijah must be shared as the children are restored to the fathers and the fathers to their children for a united Body prepared as a Bride, lantern of Torah brightly lit, for the consumation of all things.

GENERAL EDUCATION
Creation Science (GEN 101)
This course is an exploration of the science of creation in comparison with the evolution theory. Scientific method and concepts are applied as well as empirical evidence for the Genesis account of creation.

Creation Apologetics and the Bible (GEN 102)


Students will be involved in reading articles, researching issues related to Biblical authority, watching videos, and completing assignments that uphold the Bible as the ultimate source of truth. Some of the topics explored in this class will be: Biblical integrity and manuscript proofs, Hebrew writing styles, Biblical archaeology, and consequences of the Flood and Babel.

Creation Biology (GEN 103)


Students will be involved in reading articles, researching issues related to biology from a creationist perspective, watching videos, and completing assignments that uphold the Bible as the ultimate source of truth. In the field of biology the students will explore the following topics: the origin of life from matter, alleged evolutionary relationships, mutations and evolution, natural selection and speciation and other topics.

Creation Geology (GEN 104)


This class will teach the student how to defend the Biblical account of Creation and the Flood in the area of geology and deepen personal commitment to the authority of Scripture. In this class these concepts will be explored: the basic concepts behind radiometric dating methods, the major differences between Catastrophism and Uniformitarianism, the layers of the geologic column and the fossils they contain as a result of the original Creation events and the Flood, and how plate tectonics and the Flood have played an important role in shaping the earth.

Biblical Geography

(GEN 105)

Biblical Geography is a cartographic survey of the ancient Near East and Mediterannean as they pertain to the Bible. This course covers political, cultural, and physical geography in the regions of interest. Included in the survey are Israel, Phoenicia, Syria, Egypt, Mesopotamia, Persia, Asia Minor, Arabia, Greece, and Roman Italy.

Cultural Anthropology

(GEN 106)

This course is a study of the basic principles of cultural anthropology and its missionary and theological implications. It provides a basis for the understanding of other peoples and their cultures to be able to live and work effectively among them.

Philosophy and Worldview (GEN 107)

33

In this course, students explore Western Philosophy and its impact on history. Worldviews, philosophical/societal roots and their impact on culture and religion will also be examined.

World Religions - Cults and Christian Heresies (GEN 108)


Religions and cults with their roots in the line or doctrine of Judeo-Christianity are reviewed in this course. Studies of heresies in the early church, such as Gnosticism, is applied in the context of modern cults.

Effective Communication (GEN 109)


A study of communicating with others is a basis for good communication in ministry. This is a basic English class that provides a review of grammar and the mechanics of language.

Writing and Research (GEN 110)


This course provides an overview of research methods used in paper writing with the purpose of selfdiscovery, publishing papers, debate, and the advancement of the students ability to communicate effectively using this medium.

The Writings of C.S. Lewis (GEN 201)


This is a survey course to strengthen reading comprehension and writing skills while introducing students to the theology of C. S. Lewis. Students explore Lewis work and respond creatively.

HERMENEUTICS
HERMENEUTICS (HER 100)
Basic rules and methods of the art and science of Biblical interpretation are studied in this course, as well as an overview of the history and methods of hermeneutics which must be followed if one is to be a student of the Word of God, desires to know the Word of God and how to handle it aright. The textbooks for the course are the King James Bible and Principles of Biblical Hermeneutics by J. Edwin Hartill. You will need a copy of each before beginning this course.

HARMARTIOLOGY
Hamartiology The Doctrine of Hamartiology is the Doctrine of Sin. It is interested in the questions of the nature, extent, pollution and guilt of sin, taking up the subject from the Scriptural portrayal of sin as "a reproach to any people. It is to obtain a clear light upon sin as a hateful thing to God and a shameful thing to man. It is an. addition to God's original creation, outside the working of God, originating in the free will of man opposed to God.

34

HISTORY
Ancient Jewish History Through 70 CE (HIS101)
Introduction to Jewish History/Ancient Jewish History (through 70 CE) Beginning with a comparison of religious notions of memory with modern approaches to history, students apply critical historical scholarship methods to the ancient Jewish past, from Israelite origins to the destruction of the Second Temple. The course examines the pre-history of Israel in cultural context, theories of the origins of the Jewish people, and the historicity of early Biblical narratives. Key scholarly issues of the First and Second Temple periods are explored, including the Israelite Monarchy, monotheism, Israel's religious life during the Babylonian exile and reconstruction, and the composition and redaction of the Torah and later Biblical texts. Other topics include Greco-Roman thought's influence Judaism's development, Diaspora communal life, messianic activism, sectarianism, and early roots of rabbinic Judaism and early Christianity.

Late Antiquity and the Middle Ages (HIS102)


A survey of Medieval Jewish history, beginning with the rise of Early Christianity and Rabbinic Judaism, the course proceeds to the early Islamic period of the 7th-12th centuries, examining phenomena such as Karaism, Islam in a Christian/Jewish/Pagan environment, and the status of Jews and other religious minorities under the rule of Islam. The course also covers the history of Jewish life in the Christian European world, ending with the expulsion of the Jews and Muslims from Spain at the end of the 15th c. Special attention is paid to the study of economic, social, cultural, religious and intellectual trends throughout. Most surveys of medieval Jewish literature focus on the culture of the elites, i.e. theology, philosophy, and Kabbalah. As interesting as these ideas and expressions are, they are not the whole picture. In this course, we will be looking at expressions of medieval Jewish "popular culture" in literary and documentary sources. We will be looking at travel accounts, popular history, poetry, magical texts, art, and polemics, which will be supplemented by documentary sources like personal letters and marriage contracts to try and form a picture of what Jewish culture was for the non-elites. Finally, we will be interested in comparing the lives of Jews who lived in Christian Europe with those who lived in Islamic countries. Modern Jewish History (HIS103) This course explores historical interpretations of the early modern and modern Jewish past, focusing on Jewish culture, society, and politics from the expulsion from Spain in 1492 through the Holocaust and establishment of Israel, with an analysis of the impact of modernity on the Jewish communities of Europe, Israel and America from the 18th to the mid-20th centuries. Themes and events addressed include creation of the Sephardic Diaspora, sixteenth century mysticism, messianic movement, creation of ghettoes, Hasidism, and the beginnings of enlightenment and emancipation in Western Europe. With an emphasis on assimilation and acculturation in the modern period, the course explores the impact of the French Revolution, changes in traditional communal structure, religious responses to modernity and emergence of Jewish historical scholarship, the centrality of gender for understanding emancipation, modern anti-Semitism, and the transformation of modern Jewish identities. Political, intellectual, religious and social movements and trends will be discussed based upon primary and secondary readings. Students will be challenged to appropriate the material covered to create a usable past for the contemporary American Jewish community.

35

American Jewish History (HIS104)


An introduction to American Jewish history with an emphasis on the development of American Judaism. Surveys early American Jewish life from the 17th through the early 19th centuries, the century of Jewish immigration from 1825-1925. Deals in depth with American Jews and Judaism in the 20th century. Key themes include: immigration and settlement, acculturation, socioeconomic progress, political behavior, anti-Semitism, Zionism, communal formation and cultural production.

Biblical Historiography HIS 106


A survey of the history and religious practices of the ancient Near East, social and tribal structures, the development of the monarchy, the institution of prophecy and the interaction between Israelite society and surrounding cultures.

History: Period of Antiquity

HIS 107

This history of the Jewish People studies and explores period documents and sheds light upon dramatic developments and changes undergone by Judaism through the period of the Mishnah and Talmud.

Six Dramas of Jewish History

HIS 109 This class will explore six transformational periods of Jewish history and how each shaped what it means to be a Jew or Messianic today. The pivotal periods that have impacted the development of Judaism include: the encounter with Hellenism and the Maccabean Revolt in 160 BCE; Judaism, Christianity & Rome; the Rise and Fall of Spanish Jewry; the Role of Jewish Mysticism; Jewry in 19th Century Europe; and the Jewish isms of the 20th Century.

History in Shoftim & Mlakhim (Judges & Kings) HIS 110 Sketches of a Jewish Social Life (Edersheim) HIS 111
Issues in Contemporary Jewish Life HIS 112
This course will survey the evolution of the American Jewish communal agenda over the past century, and explore a range of contemporary Jewish concerns. Topics to be covered include anti-semitism, interreligious relationships, the separation of church and state, civil rights and affirmative action, and social and economic justice.

American Jewry and Israel: What Unites Us? What Divides Us?

HIS 113

This course analyzes the past and present of the relationship of Israel and the American Jewish community. Amongst the issues to be explored: the peace process; Who is a Jew? ; religious pluralism, religion and state, the Orthodox hegemony in Israel, and the future of religious centricism in Israel; constitutional and electoral reform; Evangelical support for Israel and other interfaith issues; the future of Zionism. The course provides an analysis and critique of American Jewish Israel-advocacy organizations and Zionist groups (e.g. AIPAC and the Presidents Conference), and Israeli agencies that address Diaspora affairs (the Jewish Agency, the WZO, and so on).

Introduction to Church History: First 1400 Years Introduction to Church History : 15th- 21st Century

HIS 114 HIS 115

HOMILETICS
Homilectics (HOM 101)
An exploration into the structure and content of the pulpit sermon. Particular attention will be paid to various nontraditional varieties of pulpit discourse as well as to available resource materials in the sermonic field. Primary methodology: the creation, presentation and critique of sermons assigned to course participants.

Preaching Torah (HOM 115)


This course will take the form of a Jewish-Christian dialogue about the homilectical usage and interpretation of texts from Torah, exploring both commonalities we discover as well as differences and difficulties we come up against, as we approach the subject from an interfaith perspective. What are the traditional Jewish approaches to interpreting texts from Torah, and what is the Christian approach? Are

36

there assumptions, known and unexamined, that color a persons interpretation of texts, and, how can Rabbinic Judaism inform Christians concerning the person and message of Jesus of Nazareth? What are the similar, and different, roles and meanings that preaching has for Judaism and Christianity?

Expository Preaching

HOM 116

The purpose of Expository Preaching is to help each student understand and identify the different types of messages and be capable of preparing and delivering an expository message. Course Objectives As a result of fulfilling the requirements of this course, the student should be able to... A. Understand and identify the different types of messages. B. Display knowledge of the elements of an expository sermon. C. Prepare and present a well-crafted expository sermon with the proper elements and mechanics. D. Constructively critique the sermons of his/her peers with humility.

Contemporary Biblical Preaching

HOM 117

This introductory course on Homiletics aims to help students understand the basic principles of sermon preparation and delivery. We will look at the theology of preaching and its role within the life of the local church and pastoral ministry in this postmodern world.

JEWISH STUDIES
Organization and Administration of the Congregation
This course focuses on how to apply the basic principles of leadership and synagogue/church administration. Topics include (1) relating to people, organizations, self, and colleagues; (2) performing administrative functions; and (3) training servant-leaders for effective ministry. Students will create a visual project and an action plan for synagogue/church administration. This course is designed to equip synagogue/church starters, rabbis/pastors, and leaders with Bible knowledge, personal faith character, servant leadership, and teaching experience with the goal of life-change. It addresses the diverse learning styles of adults through active discussion, charts, visuals, Internet research, team-building, and projectbased learning.

Conversion
A study of conversion from historical, practical, halakhic, and political perspectives. We will address issues relating to preparing individuals for conversion, the process of conversion itself, and the halakhic and political implications of the conversion process.

37

Social Justice
This thirteen session course will examine the role of justice in Judaism, particularly in the globalized world in which we live. We will look at classic concepts such mipnei darkhei shalom and tikkun olam, modern philosophers on the role of justice in Judaism such as Salanter, Heschel and Levinas and perhaps most importantly explore how contemporary Jews can understand justice as a religious expression in the context of our personal theologies.

Jewish Environmentalism Today


Whats happening Jewishly when it comes to the environment? Why is Judaism an inherently green religion? From advocacy for environmental protection and energy independence, to sustainability practices and energy efficiency, to the Jewish food movement, this class will provide an overview of Jewish environmentalism today and the ongoing work in the Jewish community to be more energy aware and sustainable in its practices. This course will count as a professional skills or a general elective.

Contemporary Denominations
Survey of the various streams of Jewish religious life in the US and the world. In each case there will be an examination of history, principal institutions and current hot issues.

Critical Issues
A study of pressing modern issues facing the Jewish community. The Wisdom Literature of the Old Testament (JWS 103) After a period of either neglect or suspicion, the Wisdom Literature of the Old Testament (Proverbs, Job, Ecclesiastes, Song of Songs, Ben Sira, Wisdom of Solomon) in now again a lively area of study within Judaism by both Jew and non-Jew, as its importance as literature, theology and spirituality is being appreciated and highlighted. In this course, we explore the Books of Proverbs and Job, and touch on such issues as : wisdom and character-building; wisdom and creation; the wisdom woman; wisdom and OT theology; and wisdom as a model for ministry.

OT Literature: History & Poetry Survey of Joshua through the Song of Solomon with emphasis upon God's providential dealings in Israel's history, and the unique message of the poetical books. Special attention is given to selected portions and problem passages.

Sefer, Sofer, and Sifrut: An Integrated Study into the Centrality of Torah in Jewish Life
This course will trace the centrality of Torah through biblical, midrashic, halakhic, medieval, and modern literatures, focusing on textual, experiential and spiritual dimensions of Torah.

Shmittah The Sabbatical Year: Halakhah, Jewish Thought and Socio/Political Realities
The concept of a Sabbatical Year, as expressed in the Torah, is an idealistic vision of religious and social significance. It is also one of the few concepts and sets of laws that the Torah, herself, admits to be difficult to accept and put into practice. We will explore the Biblical texts and their messages. From extra-Biblical and Rabbinic texts we will seek to elicit both the theory of sh mittah as understood at the end of the Second Commonwealth period, as well as evidence of its observance in Palestinian society. After living in the Land of Israel was no longer a common Jewish reality, subsequent developments in understanding the concept took place within the kabbalistic tradition. But, with the Zionist revolution at the end of the 19th century, sh mittah became a reality again. We will conclude with studying contemporary approaches to this renewed challenge. Hebrew prerequisite: Hebrew II and above.

Anti-Semitism in the Ancient World


The long and seemingly never-ending history of anti-Semitism has its roots in the ancient world. In this course we will study the literary evidence of ancient anti-Semitism in Greco-Roman society as well as anti-Jewish polemics in early Christian literature. We will place the phenomenon of ancient hatred of Jews in its historical context and also take a close look at Jewish responses to these polemics. Accordingly, the course also serves as a general introduction to Judaism in the ancient world. All texts will be in English translation.

Holocaust
This class will examine the central themes and core issues that characterize Holocaust theology. We will examine a variety of perspectives and their responses to the Holocaust. We will also analyze the extent to which the

38

Holocaust has impacted on General Jewish religious thought. In addition we will study diverse way to ritualize, remember and educate about the Holocaust

Sukkot: An Interdisciplinary Study


This course will examine Sukkot, Shemini Atzeret and Simhat Torah from a variety of approaches leading to a holistic understanding of this holiday cycle. We will survey Sukkot in the Bible, the Talmud and Midrash, the Codes, the Liturgy, and modern interpretations. How to teach Sukkot and how to program Sukkot will be featured. Among other issues, we will discuss the laws and meanings of lulav and etrog, the Sukkot, hol hamo ed, hoshana rabba, ushpizin, Qohelet, tefillat geshem, hoshanot, hatan/kallat Torah, hatan/kallat Bereshit, hakafot.

The Image of The Other in Jewish Tradition


Studies in The Other comprise an emerging area in Religious Studies. The Other refers to members outside of the in-group. In Jewish tradition, The Other includes non-Jews, women, children (sometimes), converts (sometimes), and the am ha arets (the unlettered), among others. While this course will pay attention to many categories of The Other in Jewish tradition, it will focus on the way non-Jews are portrayed. We will survey the image of The Other in the Bible, Rabbinic Literature, Liturgy, Codes, and mystical literature. The role of historical circumstances, when identifiable, will be featured. Nevertheless, an assumption of this course is that historical circumstances cannot account for all of the ways that The Other is imaged in Jewish tradition. The Other in Jewish society, like in most cultures, embraces a set of attitudes that only modulates with history; these attitudes do not appear and disappear. It is important to know how our tradition portrays the Other for honest and effective participation in current Interfaith Dialogue and attention will be paid to Jewish postures in Interfaith Dialogue. Christianity Through Jewish Eyes In this course we will attempt to understand how Christianity moved away from Judaism to become a distinct religion, and we will explore what Judaism and Christianity share and what they dispute over. We will also explore the somewhat turbulent interrelationship through history and up to our own times. The Historical Jesus & American Christianity A reconstruction of the historical Jesus life, death and resurrection as incarnating the divinity of justice and peace within the Jewish Kingdom of G-d against the divinity of victory and peace within the Imperial Kingdom of Rome. Those alternative globalizations are the permanent options of Christ versus Caesar from the first to the 21st century but they also challenge our American Christianity most forcibly in the contemporary times.

Faith, Technology and Halakhah


As our new technologies reshape the way in which we understand human interaction, so too do they impact the way in which we understand our faith. This course will focus on both the theological and the practical halakhic conflicts created by our increasingly ever present entanglement with the technologies of the 21st century. The material in this class will provide a forum for a discussion about the ways in which Jewish wisdom can be transmitted in this generation, while keeping an eye on the challenges to be faced by the next.

The Haggadah
An in-depth study of the literary structure and historical development of the Pesah Haggadah. Several editions and commentaries will be studied. Attention will also be paid to the spiritual meaning of the Haggadah for contemporary Jews.

Mechinah Jewish Studies


This is a preparatory course for the Rabbinic and Cantorial programs. The course includes a survey of Jewish history; introduction to the Siddur (prayerbook) for weekdays, Sabbaths and festivals, with guided reading and analysis of selected Hebrew passages; introduction to classical Jewish literature, including Mishnah and Midrash; and orientation to Jewish liturgical observances and religious and cultural institutions.

Bioethics
An exploration of major dilemmas in bio-ethics such as issues around the beginning and the end of life based upon traditional Jewish sources and contemporary thinkers of all outlooks.

Medieval Philosophy
The classics of medieval Jewish philosophy will be considered as efforts in the ongoing project to articulate a coherent Jewish world-outlook. How did they seek to integrate the value-orientation of the Bible with the best (Greek) science their age? How might their attempts at integration serve as models for us? Texts to be of studied will include: Bible, Plato, Aristotle, Philo, Saadia, Halevi, and Maimonides (with intensive attention devoted to the Guide for the Perplexed).

Modern Jewish Philosophy


For the past 350 years, Jewish thinkers have been articulating Judaism in the light of the (ever-developing)

39

modern world-oulook. Familiarity with their ideas can help us in developing those articulations of Judaism that ring true to us on all levels scientifically, ethically, religiously/spiritually, and with respect to Jewish authenticity. In this course we will encounter and discuss the Jewish philosophies of Spinoza, Mendelssohn, the 19th-century movements (religious and secular), Buber, Rosenzweig, Kaplan, Heschel, Soloveitchik, and a sampling of more recent thinkers.

History of Ethics
The need to understand how Jewish tradition can provide directions for people today is an ever-recurring issue. The hope is this class, exploring how Judaism has approached the problem of ethics and morality will provide some basis for generating a variety of answers. We will begin by considering some of the understanding that can be found as a basis for Jewish thought in the pre-philosophical periods represented by the Hebrew Bible and some rabbinic texts. We will then move to the development of an understanding of ethics found among early rationalists and the medieval pietists and mystics. Finally we will move into the modern period and consider the differences among the early moderns, the twentieth-century moderns, and post-moderns.

Happy with One s Portion : Jewish Ethics of Personal Finance


The Mishnaic ethical tractate Avot suggests that true wealth is the capacity to be satisfied with what we have. This course will adopt a transdenominational approach in applying Jewish ethical principles to our personal and communal financial choices. We will study key classical texts, explore the history and current relevance of Jewish sumptuary laws, face the crisis of personal debt as it affects our communities and our nation, consider the range of contemporary perspectives on voluntary simplicity in light of Jewish values, and valuate our efforts to meet the quantitative as well as qualitative challenges of tzedakah in light of the competing financial priorities of our lives.

The Ethics of Gratefulness


While generally recognized as important in the fabric of a civil society and in the realm of religious behavior, insufficient in-depth attention has been paid to gratefulness as a crucial spiritual dynamic in human selfawareness and social interaction. This course will explore the place of gratefulness in Jewish religious tradition and practice, the psychological dynamics that inhibit the unfolding of gratefulness in our lives, and ways by which to gain a fuller understanding and appreciation of gratefulness as a vehicle for ethical and spiritual Jewish growth. Included in our deliberations will be discussions of gratefulness as a way by which to cope with suffering and evil, how gratefulness contributes to the formation of spiritual identity, and as an approach to an ethical way of living that emphasizes the positive and the nurturing dimensions of life.

Is Kashrut Kosher? Modern Ethical Debates Around Kashrut


Drawn from the pages of recent newspaper articles, this course will consider ethical questions currently facing the American Jewish community regarding the laws of kashrut. The course will cover the connections and conflicts between kashrut and tza ar ba alei hayyim (avoiding the suffering of animals), labor violations such as those alleged at the Agriprocessors meat-packing plant, issues of rabbinic supervision and business ethics, and the advent of modern ethical certifications such as the Heksher Tzedek. will consider the ways that the We Shulchan Arukh and other legal codes deal with these issues, as well as modern essays on kashrut dilemmas. This course will require a paper dealing with one of the above topics or a related issue.

Heschels Heavenly Torah


Intensive study of A.J. Heschel s major work Heavenly Torah along with the primary rabbinic sources that he relied on for illustrating his theses. Topics will include: The schools of Rabbi Akiva and Rabbi Ishmael; how did they read the Torah? transcendence and immanence; common sense vs. mystical approaches; differing concepts of revelations; eternal vs. evolutionary perspectives of Torah.

Judaism and the Earth


In this course we will examine the ways Judaism relates to the natural world and its preservation. We will look at biblical and rabbinic texts on nature, the preservation of life, and the avoidance of waste, and explore theories of Judaism and the environment from stewardship to deep ecology. We will discover fun, effective and hands-on ways to educate Jews about these issues, and each student will be invited to develop a program for use in environmental education.

Kavannah: Mind, Body, and Spirit


A study of the Kavannah in prayer based in text study, body movement (chi gung), and chant.

Quantum Judaism: Text Study, Meditation, Bittul ha-Yesh and Modern Physics
It has been said that Baruch Spinoza was the only Western philosopher to attain enlightenment. What is less known is that, Einstein, when asked if he believed in God, replied, I believe in the God of Spinoza. Much of modern physics seems prefigured in the work of Spinoza and other thinkers. This class is a text-based meditation

40

course. In it, we will explore works by Spinoza, the hassidic masters, Martin Buber, taoist tractates as well as some of the core ideas of post-relativity physics. We will then attempt to discover to what extent Jewish ideas, especially that of bittul ha-yesh, mesh with modern physics and the attempt to narrow or obliterate the gap between our given reality in olam ha-zeh and God. We will explore both divine transcendence and immanence. The goal will be to enrich ourselves and our knowledge as well as to have something to bring to congregants. No prior experience in philosophy required.

Pluralism: Theory and Application


What is the significance or value of a pluralistic commitment? Is it basically a practical orientation, a relativistic stance, or does it entail acceptance of certain more fundamental affirmations? In this course we will examine some of the various conceptions of pluralism that have been argued for and against by social and religious thinkers. Readings will include traditional Judaic texts as well as contemporary writings, especially from within the Jewish community. In addition to grappling with the theory promising or problematic of pluralism, we will also give some attention to issues involved in making pluralism work.

ISRAELITY: A 21st century Lens on Living Israel


This course has been designed as an effort to help each student develop a more nuanced approach in developing a personal understanding and a better grounding in his/her relationship with the State of Israel. By inviting a series of outside speakers representing many different organizations and approaches, we will try to gain perspective on a range of connections to Israel life, culture and politics, concentrating on issues less highlighted in popular media. As a class, we will try to process the broad scope of opinions, facts, and approaches. It is hoped that this process of hearing from many different viewpoints, and analyzing them together will lead each student, as an individual and as a member of the clergy, to a more concrete personal grounding in feelings and in facts.

Rabbi as Zionist Leader


This course explores the unique position of the rabbi in the community local and national in the discussion and debate surrounding Israel and Zionism. The course provides a brief review of the history of Zionism; analyzes basic and foundational texts; and identifies communal resources for the Israel sphere, including Israel-advocacy organizations, defense agencies, and Zionist groups. Amongst the issues explored: the peace process; debates over Zionism and post-Zionism (including the future of Zionism); Who is a Jew? : religious pluralism, religion and state, the Orthodox hegemony in Israel, and the future of religious centricism in Israel; constitutional and electoral reform; interfaith issues, including Evangelical support for Israel, and the stances of Protestant and Catholic communities; the future of Zionism. The course will explore ethical and halakhic dilemmas in the context of the religious and communal responsibilities of the rabbi as communal leader.

Introduction to Mishnah
An introduction to the study of Mishnah. Selections will be chosen to illustrate the variety of literary styles and subject matter within the Mishnah. The course will also include a brief introduction to the scholarly issues regarding the development and redaction of the Mishnah.

Introduction to Midrash
This course focuses on assisting students in developing the skills and confidence needed to read midrashic works in their original form. It examines the language and organic logic of midrash through a survey of selections from various aggadic and halakhic midrashim.

Womens Tefillah
This course will focus on issues around womens participation in Jewish worship (e.g., counting in minyan, hiyuv, t fillin). The literature studied will be drawn from the traditional rabbinic corpus, as well as modern responsa. Text work will constitute the bulk of the students responsibilities, with the expectation that each will work at his/her level. Discussion of the texts relevance and application to students concerns will be integrated into the text work. Pre-requisites include Mishnah and at least one semester of Talmud; two years of Hebrew language.

Jewish Women and Jewish Law


No matter what your practice, understanding the origins of the issues is essential. In this course we will study the core texts that form the basis of Jewish womens practice over the centuries up until our day. Are women obligated in Mitzvot? Is there an inherent misogyny or chauvinism in Judaism? Is there a designated role for women different than for men? Be prepared to wrestle with the texts.

Advanced Midrash
An in-depth, high level study of Midrash with close attention paid to textual issues, and major themes raised by the text.

41

Midrash Ruth
An in-depth, high level study of Midrash Ruth with close attention paid to textual issues, and major themes raised by the text. Permission of the Dean is required for all students who wish to take this class.

Neviim Rishonim (Early Prophets)


In this course we will study the themes of each of the Neviim (Prophets) from a Messianic Jewish perspective, surveying each book from the Jewish Canon of Scripture. Highlights from each book illuminate Israels struggle, a call to repentance, and the Messianic hope that G-D has provided in Yeshua, the Messiah. As we proceed through the material, we will discover that what the Neviim said thousands of years ago is still valid and relevant today. Our methodology includes examining the scriptures to understand 1) that God is a God of Love as well as Judgment, 2) how He is Holy and cannot abide any unholiness in His presence, and 3) how He speaks through the Neviim to call His children back to a relationship with Him. We will examine the major themes and selected scriptures of each of the Neviim Rishonim (Early Prophets)

Neviim Acharonim (Later Prophets)


In this course we will study the themes of each of the Neviim (Prophets) from a Messianic Jewish perspective, surveying each book from the Jewish Canon of Scripture. Highlights from each book illuminate Israels struggle, a call to repentance, and the Messianic hope that G-D has provided in Yeshua, the Messiah. As we proceed through the material, we will discover that what the Neviim said thousands of years ago is still valid and relevant today. Our methodology includes examining the scriptures to understand 1) that God is a God of Love as well as Judgment, 2) how He is Holy and cannot abide any unholiness in His presence, and 3) how He speaks through the Neviim to call His children back to a relationship with Him. We will examine the major themes and selected scriptures of each of the Neviim Acharonim (Latter Prophets)

Trei Assar (The Twelve Minor Prophets)


The minor prophets are fascinating Bible studies into the working of God in the world. There is nothing more intriguing in the history of the people of God from Genesis to Revelation than the prophetic utterances that often came forth through man in time of desperate need. Isaiah walked through the land naked and barefoot. Ezekiel laid on his left side for 390 days and on his right side for 40 more. Hosea married a harlot to illustrate the love of God. Although the warnings of the prophets were often scorned or ignored, they nevertheless dynamically challenged the attitude and behavior of the people. So, it was also with the minor prophets as we will see in our Bible studies of the twelve lesser prophets. The utterances of God through the prophets will always arouse the curiosity of the people. The minor prophets had no specific qualifications other than being moved upon by God as a vessel, a medium, whereby a specific word could be given. They came forth to speak their, "Thus, saith the Lord . . .," from many walks of life. They were shepherds, farmers, priests, and princes. As God so moved upon His chosen vessel, each of the minor prophets, the prophet so spoke. The minor prophets, the last twelve books of the Old Testament, are referred to as minor prophets only because their writings are considerably shorter that the writings of Isaiah, Jeremiah, Ezekiel, and Daniel. By putting all the minor prophets together their writings roughly equals the length of a major prophets scroll. The contents of their prophecies were as powerful and moving as the major prophets. The minor prophets were moved upon by the Holy Spirit and spoke not their words but the words of God flowing through them.

Rishonim: Commentators of the 11th 14th Centuries


In this course we will look at the lives and views of some of the less well known Rishonim. We will look at life for Jews in Spain, Provence, Germany, North Africa and Israel. We will learn some of the writings of the Rabbis on topics as diverse as kabbalah, theology, history and philosophy. We will examine how their writings and thought have impacted on their contemporaries and on later Judaism (in some cases until the present day). A partial list of the Rabbis we will study: Donash ben Laprut (10th century Spanish poet and grammarian), Avraham Ibn Daud (12th century Spanish historian, astronomer and philosopher), Rav Yitzchak the Blind (12th century Provencal kabbalist), Profiat Duran (14th century Catalonian grammarian and possibly a converso), Rav Moshe Taku (13th century Bohemian anti-philosopher) and Rav Chasdai Crescas (14th century Spanish philosopher and rationalist).

Mefarshim: Commentators of the 15th-20th Centuries


Mefarshim (commentaries/commentators) almost always refer to later, post-Talmudic writers of Rabbinic glosses on Biblical and Talmudic texts.

The Megillot (Scrolls)


Five scrolls, each a different genre of literature, are customarily read in synagogues throughout the year: Esther

42

(Purim), Song of Songs (Passover), Ruth (Shavuot), Ecclesiastes (Sukkot), and Lamentations (Ninth of Av). We sample them and discuss them within the context of ancient Near Eastern literature. For students with at least one year of Hebrew.

Ktuvim (Writings) Pilpul


The Hebrew term pilpul (Hebrew: ,from "pepper," loosely meaning "sharp analysis") refers to a method of studying the Talmud through intense textual analysis in attempts to either explain conceptual differences between various halakhic rulings or to reconcile any apparent contradictions presented from various readings of different texts.[1] Pilpul has entered English as a colloquialism used by some to indicate extreme disputation or casuistic hairsplitting.

Hakira: Jewish Philosophy

Can there be such a thing as a Jewish philosophy, or a philosophy of Judaism? How have Jewish traditions participated in the philosophical canon or in philosophical questioning? How does the question of Judaism and philosophy relate to the broader question of the relationship of religion or theology to philosophy (revelation vs. reason)? Given that we understand philosophy as having a claim to universal validity, what does it mean to emphasize its historically or culturally determinate sources (such as Greek or Judeo-Christian)? The emphasis of this course will be on 20thcentury considerations of this question, with readings by Hermann Cohen, Martin Buber, Franz Rosenzweig, and Emmanuel Levinas.

Ethical Kabbalah
This course will trace and evaluate the development of ethics and morality within Jewish Mysticism from antiquity in the prophetic age of Israelite history, through the flowing of the movement called "Kabbalah" in medieval Spain and the Land of Israel, down to various expressions of mystical thought in the pietistic movement known as Hasidism in the modern age. Moral insights found in Scriptures and Rabbinic sources will be reviewed against the intellectual and social context of the 21st century.

Torah Philosophy & Psychology


This course studies various topics in psychology according to Torah philosophy and thought. References are brought from classic sources and commentaries to highlight the topic discoursed. It covers concepts of Judaism which relate to the basic beliefs of the Jewish faith and discusses fundamental bases of Judaism such as: 1. Belief in G-d; 2. Torah from Heaven; 3. Reward and punishment the Holocaust; 4. Nature and miracles 5. Chosen people; 6. The philosophy of Jewish Laws ; 7. After life; 8. Creation; 9. The Jews obligation to the world; 10. Restraint in Behavior

Jewish Ethics in a Postmodern World


The notion of what constitutes contemporary ethical issues has changed significantly in the past decade. While time honored ethical questions are still valid, i.e., what constitutes a good society or a good person, the context within which we pose those questions has been altered by transnational political, economic, and technological forces. Our ethical choices and behaviors now take place within a world where our actions are inherently connected to the fate of people on the other side of the globe, and indeed to the fate of the planet itself. We now must consider our actions in the face of world poverty, environmental devastation, pollution, unrestrained technology, and fears of violence and militarism. For those who seek to live consciously and ethically, traditional ethical theories, whether secular or religious, seem not to address the immense and serious implications of the choices we make in our daily lives. In a sense, 21st life seems to have outpaced our capacity to articulate and enact effective ethical models and the world often seems out of control. While some have become discouraged by the gap between our ideals and our ability to effect change in a world, the need for ethical reflection and behavior has never been greater.

Geonic Judaism
The geonic period was a crucial, though often underrated, stage in the development of Jewish religion and culture. Because virtually the entire Jewish population of the world at this time was united under Islamic sovereignty, and largely subordinate to the leadership provided by the ancient centers of Babylonia and Palestine, developments which had their roots in these centers profoundly influenced the later course of Jewish history and culture. One might say that this was the last formative age of a unified Jewish culture, before the growth of relatively independent regional traditions, each of which was to develop according to its own pattern.

43

Post-Geonic Judaism Sefer Ha-Neyar, a Thirteenth Century Code of Jewish Law


Sefer Ha-Neyar, a thirteenth century Code of Jewish Law, was published by Machon Yerushalayim, The Jerusalem Institute of Talmudic Research, in 1994. The work includes halachic annotations, source references, and a historical and biographical introduction. Sefer Ha-Neyar is an anonymous halachic compendium covering the full range of Jewish Law derived from Talmudic, Gaonic and post-Gaonic sources, including Responsa, case decisions and oral teachings of the Gaonim, Alfasi, Rambam, Rashi and the Tosafists, and replete with valuable historical and biographical data.

Atzeret HaDibrot(the 10 Commands)


Each of the Aseret haDibrot (Ten Commandments) opens up a world of halakhic and spiritual thought. Students will explore a single Dibbur (commandment) in depth during each weekly meeting of this course, with an open discussion period every 3 weeks. Our study will incorporate classic and modern sources, including talmudic and midrashic texts, medieval jurists, philosophers and kabbalists, and modern rabbinic, philosophic and mystical thinkers. Following a traditional beit midrash format, each session will include seder (time for independent preparation of the sources), a short break, and shiur (teacher-led discussion and analysis).

Messianic Perspectives on Deliverance & Healing


This very enlightening course provides a basic introduction to the deliverance ministry. Topics include the biblical foundation, theology and philosophy of deliverance, deliverance protocols, keys to wholeness, Gods original plan for the family unit, generational demonic influences, demonization, divine protection, Gods mercy and grace... This course prepares those called to healing and deliverance ministry in the biblical foundations of counseling and inner healing techniques. Topics include weeding out roots of bitterness, overcoming strongholds of inner vows, inner healing and deliverance, heart and mind: spanning the eighteen inch gap, and more.

Topics in Judaism: Judaism in the Time of Jesus


This course covers the Hellenistic and Roman period of Jewish history up to about 200 C.E., a period widely considered to be formative for Judaism. Key historical events include the coming of Alexander the Great and impact of Hellenization, the rise of the Maccabees, the Roman domination of Judea, the Jewish war with Rome and the destruction of the Jerusalem temple, the formation of competing sects, the Jesus movement and beginnings of Christianity, the expansion of diaspora communities, and the emergence of rabbinic Judaism. Students will be exposed to a variety of Jewish literature from this period, including Wisdom literature, Apocalyptic literature, the Dead Sea Scrolls, Jewish novels, historical writings, biblical commentary, and rabbinic texts. Three central themes will pervade the work of this course: how the religion of Ancient Israel transformed into what we know today as Judaism, how Jewish religious identity was formed in relationship to Greco-Roman culture and how ancient Judaism has been "constructed " by historians and scholars of religion.

Dveikus: Cleaving to G-d


Heb. ,Mod. Heb. "dedication", traditionally "clinging on" to God) is a Jewish concept referring to closeness to God. It may refer to a deep, trance-like meditative state attained during Jewish prayer, Torah study, or when performing the 613 mitzvot (the "commandments"). It is particularly associated with the Jewish mystical tradition.

Pirke Avot(Ethics of the Fathers)


Pirkei Avot (The Ethics of Our Fathers), yet modern text as relevant today as it was nearly 1,800 years ago is one of the best known and most cited of Jewish texts. This beloved tractate of the Mishna composed of ethical maxims of the Rabbis is familiar for such maxims as "If I am only for myself, who am I?" (1:14) and "Say little and do much" (1:15). The sage advice contained therein is as valuable a guide today as it was at the time it was written. These Mishnayot have been on the best seller list for millennia studied in depth by young and old, students and rabbis, intellectuals and the curious. Its wisdom regarding human nature and its pithy sayings memorized by countless generations are revered by Jews and learned non-Jews and still pondered between Pesach and Shavuot every year. This course will specifically deal with the fifth chapter of Pirkei Avot in depth.

Introduction to Jewish Meditation and Healing


Experientially explores forms of classic and contemporary Jewish meditation and prayer; focuses upon personal

44

growth and working with the ill and dying. Readings will include selections from rabbinic and mystical literature as well as contemporary writings from the overlapping fields of psychology and spirituality. Students must commit to regular meditation practice, submit a weekly written reflection, and present an oral report on a supplemental book.

Jewish Contemplative Practice: A Practicum


These classes will explore a variety of ways that Jews have connected with their inner lives. We will cover kabbalistic meditative strategies as well as modern Jewish meditation, and will also spend some time on chanting, reflection on ones moral life (musar), and other methods of contemplation. Each class will include both study and practice.

High Holy Days: Texts and Themes


What is the spiritual and emotional work demanded of us on the High Holy Days? How can we use the many different stories and texts of the holiday to guide us in this work? What might the various spiritual uses of the Akedah, the story of Hannah, the Avodah service, be? Work on these and other questions in this mini-mester course focusing on spiritual growth and self-examination through engagement with sacred story.

The Architecture of Jewish Ritual: Decoding Ceremonial Action in Jewish Life


In this class, we will study traditional and contemporary Jewish lifecycle and holiday rituals such as the waving of the lulav on Sukkot, brit milah, weddings, and funerals, the American bar/bat mitzvah and simkhat bat, aging, healing, and coming out rituals, and other new ceremonies. We will ask questions such as: what are the components of ritual? How does ritual transmit meaning? What elements are common to all ritual? To what extent is the strength of a ritual dependent on its age? What is the role of new rituals? How can we design new rituals to have power and impact?

The New Shall be Holy: Understanding and Creating Contemporary Midrash


In this class, we will explore a variety of contemporary midrashim in English and Hebrew on subjects ranging from Lilith to the binding of Isaac, and examine their rabbinic roots in text and technique. As a final project, students will create modern midrash using aspects of rabbinic method as well as their own imaginations.

The Zohar
The Zohar is an extraordinary collection of writings embodying the most revered statement of Jewish mystical teachings. Its concerns are manifold and its levels of meaning are multiple. We shall devote ourselves to reading through the Zoharic treatment of one Biblical portion with a view toward entering into this rich multi-layered approach to the life of God-Torah-Israel. Our reading will be supplemented and enhanced by other materials drawn from primary sources and scholarly essays.

Gender in Jewish Mysticism


This course is an exploration of how femininity/masculinity has been portrayed in Jewish mystical sources, and what the theological category of gender means for kabbalists. We will consider the presence of a multigendered God in Jewish mysticism and consider what that means for human beings. Students will analyze mystical texts for how they present gender as a divine and human category, and develop their own approach to the spiritual issues of gender presented by traditional kabbalah. This course will be taught mostly in translation.

Lurianic Kabbalah: The Lion King


The small city of Tzfat in northern Israel, was the site of the greatest renaissance of Jewish mysticism, or Kabbalah, in Jewish history. In the aftermath of the expulsion of Jews from Spain (1492), many of the most creative Jewish mystical minds gathered in Tzfat creating an epicenter of Jewish mystical thought that would transform Judaism to this day. Teachers like Shlomo Alkabetz, author of the Lecha Dodi; and Yosef Karo, author of the Shulchan Aruch.. The greatest teacher of Kabbalah, acknowledged and revered by all was Yitzchak Luria (the ARI). This course will offer an in-depth introduction to this giant of Jewish Mysticism. We will study primary source material dealing with many of the basic principals of Kabbalah, including the sefirot, the various names of God, and some of the more advanced concepts such as tzimtzum or Divine Constriction, the Breaking of the Vessels, Gilgul or reincarnation, Kabbalistic Astrology and various meditative techniques. In addition to studying texts and engaging in various contemplative practices, we will seek to understand the importance of these sophisticated spiritual systems for our every day lives.

The Ecstasy and Intensity of the Hassidic Masters


We will study the ideas of such Hasidic teachers as the Bal Shem Tov (the founder of the Hasidic movement), Rabbi Shneur Zalman of Liadi (the founder of the Lubavitch Chasidim and author of the Tanya), Rabbi Nachman of Bratslov, Rabbi Mordechai Yosef Leiner of Ishbitza (the author of the Mei Hashiloach), Rabbi Yehudah Aryeh Leib Alter (the author of the Sefat Emet), and Rabbi Kalonymos Kalmish Shapira of Piacezna (the author of the Aish Kodesh). These are deeply powerful texts that will be interesting and exciting to anyone who is willing to look

45

at Judaism in a different type of way. In the class we will look at how each of these Chasidic thinkers look at such ideas as God, soul, reality, revelation, mitzvah and prayer. In looking at these fascinating texts, we hope to help guide people in their spiritual journeys. There will be historical introductions to each of the Chasidic Masters we will analyze. There will also be a general introduction to Hasidism.

Survey of Halakhah
An introduction to the broad area of Jewish religious practice and an introduction to texts in the study of Jewish law. Required of all cantorial students. Rabbinical students cannot take this class for credit.

Education in Responsa Literature


A study of the Responsa literature, from medieval through modern times, dealing with educational issues such as our responsibility to provide educational opportunities, the treatment of teachers, and more

Critical Issues
A study of pressing modern issues based in halakhic literature, both traditional and modern.

Introduction to Codes
This course will introduce students to the literature of the Halakhic Codes. The primary text for this course will be Maimonidess Mishneh Torah. Along with selections from the Mishneh Torah, students will study material from other Halakhic Codes. They will also learn about the biographies of important figures in the history of halakhic literature.

Introduction to Codes II
Continuation of HAL 401.

Intermediate Codes
A close study of the classic primary sources in the Codes addressing different themes each semester. The primary text for this course will be Joseph Karos Shulhan Arukh. Students will also address questions about the codification and methods of Halakhic Codes. Prerequisite: Introduction to Codes

Advanced Codes
This course examines the complex process of the understanding, deciding, expounding, organizing and creation of Jewish law. The codificatory literature is one legal genre that exemplifies this process and was produced by it. A number of halakhic topics will be studied as they are treated by various authorities. Such study will introduce the student to these areas of inquiry (among others): halakhic determinations, the background and underlying issues that may be reflected in these determinations, the system of intertextual references developed to facilitate navigation through this tradition, characteristics of specific classical halakhic works, such as among others RI F, Rambam s Yad, Tur, Shulhan `Arukh, and their commentators. Prerequisite: Intro to Codes

Basic Concepts of Hilkhot Shabbat


An examination of the fundamental concepts that help define the key terms of melakhah (- labor), qedushah (holiness), and oneg (- pleasure) as they refer to Shabbat and give it its traditional identity.

Responsa
In this course we will conduct a close reading of rabbinic responsa from a variety of historic periods, tracing the responsa literature from its earliest origins to its 21st century expression. Selected responsa will cover a range of topics and areas of Jewish life. Contemporary responsa studied will reflect a wide spectrum of perspectives and denominational origins. Prerequisite: Talmud and Codes

Relations Between Jews and Gentiles as Reflected in the Responsa Literature


What does the responsa literature tell us about both commercial and social relations between Jews and Gentiles? We will examine responsa which illustrate how rabbis tried to both navigate and construct the relations between Jews and Gentiles. Prerequisite: responsa literature

Israeli Poetry
The poetry of a people has the power to open windows of insight into the hopes, fears and dreams of that people.. We will read and discuss selections from the writings of the post-1948 generation of Israeli poets, including Amir Gilboa, Natan Zach, Dalia Ravikovitch, Hamutal bar Yosef and Yehuda Amichai.

Mussar Literature/Survey*
We will begin with an introduction to the Mussar movement and an overview of the most important Baalei Mussar of the past two centuries. We will then focus on selections from and about various character traits and ethical teachings. Each class will involve discussion about how we can apply these teachings to our everyday life. Mesillat Yesharim:Path of the Just + Derech Hashem* Mesillat Yesharim or Mesillas Yeshorim (Hebrew: , lit. "Path of the Upright") is an ethical (musar) text

46

composed by the influential Rabbi Moshe Chaim Luzzatto (17071746). It is different from Luzzato's other writings, which are more philosophical. Mesillat Yesharim was written and published in Amsterdam. The earliest known manuscript version, written in 1738, was arranged as a dialogue between a hakham (wise man) and a hasid (pious person). Before publication, it was rearranged to have only one speaker. Mesillat Yesharim is probably Luzzato's most influential work, forming part of the curriculum of virtually every yeshiva since being introduced by the Mussar Movement of Rabbi Yisrael Salanter.

Orchot Tzaddikim(The Ways of Righteousness)* Orchot Tzaddikim (Hebrew: ) is a book on Jewish ethics written in Germany in the 15th century,
entitled Sefer ha-Middot by the author, but called Orot addiim by a later copyist. Under this title a Judo-

German translation, from which the last chapter and some other passages were omitted, was printed at Isny in 1542, although the Hebrew original did not appear until some years later (Prague, 1581). Subsequently, however, the book was frequently printed in both languages.

Shaarei Teshuvah(The Gates of Repentance)*


Shaarei Teshuvah: The Gates of Repentance- Returning to Hashem through the wisdom of Rabenu Yonah Gerondi. Discourses and explanations in the Chassidic manner, in two parts, each divided into gates: The first part includes the gates of Teshuvah (repentance), Bechirah (Free Choice), and tefilla (prayer); The second part includes [a distinct] gate of teshuvah (repentance)

Completion of these 4 courses entitles to Certificate in Musar Practices (Jewish Ethics)


Understanding Law & Grace
Contrary to what most of us have heard in church for years, attempting to follow the law is not intended to make us closer to God. Rather, it's to show us just how far away we are from Him. That's why there were all those rules and rituals for offerings and sacrifices in which blood had to be shed. They demonstrated the severity of the consequences of our sins. The penalty of sin is death and nothing less. The law the Ten Commandments which we Christians hold so dear was only given to the Israelites at Mt. Sinai. More laws and statutes and regulations were added to govern their conduct, their worship, and even their diet. All of those laws had one very special purpose: It was to show God's greatness to the nations around Israel by what He required of his people perfection, holiness, righteousness attributes that have always been unachievable by man. Israel's relationship with God was to be publicly expressed through humility and total reliance upon His grace and mercy. Although, the law was specifically given to the Israelites, we Gentiles have our own version of it written on our hearts. That's so everyone can recognize their spiritual condition and their need for God's gift through His Son. We all both Jew and Gentile alike know what it is that God desires for us. He wants all of us to have eternal life with Him. And to do that, we have to be perfectly righteous and completely sinless. The law leads us to Yeshua Ha Mashiach who is the only One who can make that become a reality.

What the Rabbis Know About Yeshua


This course , builds upon the theme of a study in genealogy and prophecy, citing biblical, rabbinic and medieval Jewish sources to weave a pattern that leads to Yeshua, the Jewish Messiah.

What Do Jews Believe?


This is a more difficult question than you might think, as Torah does not specifically record a required set of beliefs or tents of faith one must ascribe to be a Jew. The closest anybody ahs even come to codifying a widely accepted list of Jewish beliefs was Moses Ben Maimon(Maimonides), whose 13 Principles of Faith address the nature of G-d, man, the universe, life and the afterlife. For centuries, great Biblical scholars have discussed, and debated, these same 13 Principles. Come and find out why Maimonides believed these were the foundation upon which everything else rested.

47

LANGUAGES
Biblical Languages Survey & Functionality
Hebrew I Hebrew II LAN-101 LAN-102 LAN-103

LAN-100

the study of Modern Hebrew, emphasizing grammar, vocabulary, reading, and conversation. This course will continue the study of Modern Hebrew, emphasizing grammar, vocabulary, reading, and conversation. Prerequisite: LAN-101 or language skills assessment for Hebrew

Hebrew II-B Intermediate Biblical Hebrew

This course will continue the study of Modern Hebrew, emphasizing grammar, vocabulary, reading, and conversation. Prerequisite: LAN-102 or language skills assessment for Hebrew

LAN 120

Building on a basis in Modern Hebrew, this course introduces the grammar and usage of the classical language of the Hebrew Bible. We will focus on how Biblical Hebrew differs from Modern Hebrew, and the syntactical and grammatical details necessary to understand the Hebrew Bible.

Advanced Hebrew I

LAN-201

An opportunity for advanced Hebrew students to use and improve their Hebrew skills. Biblical, Rabbinic, and Modern Israeli literature will be read and analyzed, along with opportunities for conversation and discussion. Pre-requisite LAN-103

Advanced Hebrew II

LAN-202

An opportunity for advanced Hebrew students to use and improve their Hebrew skills. Biblical, Rabbinic, and Modern Israeli literature will be read and analyzed, along with opportunities for conversation and discussion. Pre-requisite LAN-201

Advanced Hebrew Grammar & Composition


Advanced study of Hebrew morphology, grammar, syntax with composition of narrative and poetry from English into Hebrew.

Hebrew Exegesis / Torah


Mechinah Hebrew
This class covers the basics of both modern and liturgical Hebrew, preparing the students to enter the required Hebrew classes of both the Rabbinical and the Cantorial programs.

Aramaic
Translation of all the Aramaic sections in the Hebrew Bible as well as selections from ancient inscriptions, Elephantine papyri and Targums

48

Aramaic Grammar of the Babylonian Talmud


Introduction to the grammar of the Aramaic language of the Babylonian Talmud, in both halakhic and aggadic passages, in order to expedite comprehension and vocalization. Parts of speech, their stems and inflections as applicable, and sentence structure will be examined deductively. Along with each unit thereof, students will prepare written translations and oral vocalizations of assigned examples.

Biblical Greek I (LAN 301)


This course is a study of the basic construction of Biblical Greek, including alphabet, word structure, forms, syntax, and grammatical constructions, with some vocabulary experience applied toreading and writing. The student also explores the use of various reference books (dictionaries, concordances) for use in the interpretation of Scriptures.

Greek II (LAN302)
This course is an in-depth study of New Testament Greek with emphasis on grammar and vocabulary as well as basic readings of the New Testament. An understanding of English grammar is essential for this class.

Greek Exegesis Greek Syntax Advanced study of the sentence structure of Koine Greek. Emphasis on the diagramming and analysis of Greek sentence.

49

MISSIOLOGY
World Missions (MIS 101)
In this course the student gains a broad perspective in the following critical areas of missiology: Biblical, historical, cultural, strategic, and devotional.

Global Impact (MIS 111)


This course studies the principles and dynamics necessary for growing a great commission church. A church such as this is characterized by a heart for the world and a personalized, prioritized, and strategic involvement in world evangelization.

Mission Applications (MIS 150) . This course reviews methods of communicating the gospel in the context of the missionary enterprise in
contemporary settings. The student explores the principles governing the growth and health of indigenous churches in third-world countries. Practical issues such as finances and health are also discussed

Missions and the Local Church

(MIS 180)

In this course, the work of missions is explored in its connection to the local church and its ministries. Effective mission concepts are discussed as well as implementing strategic planning for the local church to be successful in global outreach from the base of the local congregation.

Outreach and the Word (MIS 230)


This course teaches leaders the three components of evangelism according to 1 Thessalonians 1:5: Students gain a basic understanding of what the common societal objections are to the Gospel and how to respond to them. A brief overview of the major world religions and cults is included.

Field Ministry (MIS 254)


This class does ministry on a field of service to accomplish a practical ministry project. This project is overseen by an International Messianic Torah Institute recognized supervisor as well as the class instructor. The student will perform the function of the ministry on the field and also reflect on the experience through writing and group interaction.

Communicating the Relevance of Gods Story (Mis 302)


This course examines the development and use of oral strategies, particularly the use of Bible Storying in training people who cannot, will not or do not communicate through written means, to evangelize, disciple and plant churches. The student will be involved in a discovery process involving learning to effectively teach those who prefer to communicate orally in ways that they will understand, respond to and be able to reproduce. The purpose of this course is to explore from a Biblical perspective effective methods of gospel presentation and leadership development among diverse learning groups.

Missiology & Personal Evangelism Evangelism (MIS 310)

MIS 303

50

This course introduces the student to the place of evangelism in spreading the Gospel of Messiah, including a study of the theology of evangelism and a survey of practical approaches.

PNEUMATOLOGY
RUACH, PNEUMA, HOLY SPIRIT (PNE 423)
The Ruach Ha Kodesh(Holy Spirit) is rarely studied as a subject apart, possibly because the Spirit figures as part of so many other themes in theology and worship. When we look at Scripture, we realize that the Spirit is never defined, in fact, but simply described in relation to Messiah, to the Church/Synagogue, or to the Scriptures. In this course, we will delve into references to G-ds Spirit in the Hebrew Scriptures, and then study the descriptions found in the Besorah(NT). We will look at the language used to express the experience of the Spirit in the life of the early Movement among the shaliachim(disciples) and among contemporary congregations, both Jewish and Christian, in prayer and action.

PRACTICAL MINISTRY
Leaders Foundation and Freedom (PRA 130) This course combines two critical areas of leadership: understanding your Christian foundation and understanding your need to be free from sin and bondage as a leader. The Art and Science of Leading Volunteers (PRA 150) In this course, leadership responsibilities to volunteers in the church are examined. This class examines the Biblical descriptions for effective leadership in developing a theology of leadership. Destiny and Calling (PRA 101)
This course explores Gods calling on the life of the individual. Topics considered are spiritual gifts, talents, personality, and passions, with the aim of discovering Gods destiny for each student.

Leadership Potential (PRA 130)


The course presents concepts from three key areas for enabling a ministry leader to reach his or her full leadership potential. The second half of the course focuses on understanding Gods desire, His plan, and His call to mankind.

Spiritual Formation (PRA 201)


This course is an application of the different spiritual disciplines that are essential for spiritual growth such as prayer, Bible study and fellowship. These disciplines will be explored in theoretical and practical manners.

Leading Successful Short-term Teams (MIS 210)


This course is a systematic, interactive training approach for preparing short-term missions ministry teams. The student is challenged to develop a Biblical philosophy for training short-term teams and will be

51

given a model to help each team produce maximum impact on those served as well as on the sending local church.

Communicating the Relevance of Gods Story (Mis 302)


This course examines the development and use of oral strategies, particularly the use of Bible Storying in training people who cannot, will not or do not communicate through written means, to evangelize, disciple and plant churches. The student will be involved in a discovery process involving learning to effectively teach those who prefer to communicate orally in ways that they will understand, respond to and be able to reproduce. The purpose of this course is to explore from a Biblical perspective effective methods of gospel presentation and leadership development among diverse learning groups.

Leadership: The Psychology of a Leader (PRA 310)


This course is designed to help the student gain a deeper understanding of the psychological dynamics of leadership. Individual personality traits of well-known leaders will be examined to better understand their approach to decision making, conflict management, cooperation and competition, and developing a shared vision and purpose. A significant portion of this course will include participation in the Catalyst Leadership Conference in Ft. Myers, Florida.

Pastoral Ministry (PRA 401)


This course is an introduction to the day-to-day responsibilities of the rabbi as pastor and gives practical teaching on the challenges encountered daily in shepherding Gods people.

Congregational Planting (PRA 402)


This is a study of the apostolic ministry in connection to church planting. Both the Biblical background as well as the practical aspects of starting a new church are discussed.

Ministering in the Gifts of the Spirit (PRA 420)


This course is practical teaching on the use of the Gifts of the Holy Spirit. Particular attention is paid to prophetic, intercessory, and healing gifts poured out by the Spirit in the contemporary congregation.

Prophetic Ministry in the Local Assembly (PRA 425)


This is a detailed examination of the prophetic ministry as it relates to the local congregation. This course includes practical workshops.

Prophetic Mentoring (PRA 430)


The concepts of prophetic ministry in the local congregation and the office of the prophet are examined and discussed.

Congregational Growth (PRA 480)


This is a study of organization, structure and leadership of the local church for promoting kingdom growth. The student investigates the reasons for growth and development as well as explores the problems that prevent growth in a local church.

Mentoring and Ministry (PRA 484)


In this course, the concepts of mentoring as well as the effectiveness of mentoring in ministry situations are examined and discussed. The student is also involved in a one-to-one mentoring process and then mentors at least one other person.

Ministry Internship (PRA 490) 52

The student teams up with people in ministry in a mentor-protg relationship. This experiential learning format offers a living process that balances classroom education with supervised ministry.

Renewing the Ministry of Healing


After centuries of neglect, many congregations are re-examining and reclaiming the role of the Ministry of Healing within the life of the community of the Set-Apart Ones. This course will explore the role of healing prayer in the renewal and deepening of congregational spiritual life, its roots in Hebraic theology and tradition as well as in the Christian tradition, and its proper place within the Kehillah/Ekklesia. Healing ministry can be both demanding and deeply fulfilling. If the ministry is to take root and reach its full potential, gift as well as practiced form, a firm grounding within the reconciling ministry of Messiah is required. This course will emphasize the important role of discernment, training and formation of prayer workers and congregations in the development and deepening of the Ministry of Healing, balancing presentation, theological reflection and experience, and includes an opportunity to receive and to practice various kinds of healing prayer utilizing guided imagery and body awareness.

Counseling I
The use of interpersonal communication skills in pastoral care is explored and developed, and this course is an introduction to Psychology and to Counseling and reviews the many issues faced in contemporary Biblically-based counseling. Both foundations and strategies for dealing with the most frequently encountered problems are discussed. . Paradigms for the helping relationship, the role of the Rabbi/Cantor as care-giver, and the various contexts for psycho-spiritual interventions are explored. Classes will integrate theoretical with experiential learning.

Pastoral Counseling II
Employing concepts developed in Part I (PRO 215), specific examples culled from the daily life of rabbis/cantors are utilized to highlight the psychological issues in life-cycle events, pastoral diagnosis and referral, pastoral care and counseling. Special topics, including confidentiality and sexual ethics will be discussed. Prerequisite: Counseling I

Church Life (CLG 211)


The basic elements of life in the New Testament Church are studied in this course. Attention is given to the Biblical principles and priorities applied in the function of the Body of Messiah in a local setting.

Seminar in Leadership Development I (CLG 311)


This course aids the student in leadership development. Students will explore foundational practices and principles to help them influence others within the workplace, church ministry, and interpersonal relationships.

Seminar in Leadership Development II (CLG 312)


This course is a continuation of Seminar in Leadership Development I (CLG 311).

Leadership Practicum I (CLG 240) 3 credit hours


This class is designed to challenge leaders with opportunities to lead and serve in real life ministry contexts. Students are provided a foundation for lifelong kingdom influence in any context. Students work closely with leaders and mentors to be challenged to grow in character and skill.

Leadership Practicum II (CLG 241)


This course is a continuation of Leadership Prereq.:Practicum I (CLG 240).

Team Leadership (CLG 231)


This class demonstrates how a projects purpose, vision, mission, planning, and management helps the project leader lead the project team to complete the project well. The second half of this course focuses on helping leaders gain an understanding of the team ministry.

53

Servant Leadership (CLG 322)


This course is an overview and the application of servant leadership. In this course the student will earn the underlying theological, psychological and sociological principles and assumptions of servant leadership. Then the student will learn to apply the construct of servant leadership in practical situations. Exploration of these concepts will occur in theoretical as well as practical manners to assist the student in discovery and application.

Mentoring and Leading Skillfully (CLG 330)


This course helps the student understand the importance of mentoring in the leaders life and the skills needed to lead successfully.

Principles of Relational Leadership for Congregational Life and Discipline.


Congregational leaders are called to build covenant communities where people tie themselves to each other in love, responsibility and care in long-term relationships. The program will include the principles necessary to build a strong basis for committed, congregational life with Yeshua at it center. The primary vision of Yeshua is to plant congregations, to establish congregations that make disciples, and to make disciples who are committed to observing all that Yeshua has commanded. Doing so requires individuals have an absolute commitment to congregational life, a willingness to be discipled, and to disciple others. Though designed primarily for leadership, the program will also inform and educate congregants to their roles and responsibilities within the context of the Messianic Congregation.

Jesus: Example of Leadership

(THE 230)

In this course, a five-phase discipleship model compares the growth stages of a disciple to five phases of growth from childhood to adulthood. The need and process that leads to a leaders balanced lifestyle is also discussed.

Marriage and Family in Society


This course examines the Biblical directives for marriage and the family. The place of family in society are explored along with its historical and cultural implications. Healthy and dysfunctional families are examined.

Divorce
This course will focus on issues that arise during the often lengthy and painful process of divorce as it is experienced by the couple who are separating, as well as by various members of the immediate and extended family. Rabbis and cantors are often sought out for support, guidance, and assistance at different times during and after the divorce (for help with obtaining a get, for advice, for counseling/mediation, for wisdom and spiritual direction) and must deal with complicated and often emotional family conflicts in their congregations. Readings, class discussions, and case presentations will cover all these areas. Specific topics will include an understanding of legal issues (Jewish and secular law), social adjustments, psychological and emotional reactions (especially grief, loss and anger), changing family dynamics, the needs of children, and changes in identity that often occur. The role of clergy in helping people cope and heal and creating an atmosphere of safe neutrality will be explored in detail, including ways that the congregation and community can be encouraged to be helpful and compassionate to all family members.

Technology for Clergy


This class will help students to become more familiar with the various tools now available in order to better serve the Jewish community. Among other issues to be covered, this course will include the internet as a vehicle for textual study and learning on the one hand, and the many uses of social networking tools to create and bring together Jewish communities in many new ways.

Chaplaincy
Welcome to the world of professional chaplaincy. This is an introduction to the role of the Rabbi/Cantor in the modern healthcare setting. This work-study mini-course delves into the inner emotions of a person

54

experiencing spiritual distress because of unwellness along with your own inner emotions as you encounter this person. Includes 40 hours divided between group supervision and Chaplain-Intern visits in a medical institution. Medical clearance is required prior to course beginning. This may include: a note from your MD certifying your health for this work; blood titers for measles, mumps, rubella, and varicella; and TB tests. Your local hospitals or nursing homes may be approved. Because sessions are limited and co-shaped by me and you, classes cannot be made up; consequently, 100% attendance and participation is required. Although this class is a 3 credit course, sessions are spread throughout the semester to allow sufficient time for clinical service. Required book: Why Me? Why Anyone? By Hirshel Jaffe, James Rudin, and Marcia Rudin.

Congregational Dynamics
This course focuses upon challenging situations, problems and opportunities facing the Rabbi or Cantor in congregational life. We will analyze particular cases as well as look at leadership models, how to analyze and participate in formation of the budget, long-range planning for institutions, the conscious forming and maintaining of effective relationships with presidents, chairpeople, staff and committees, your role and understanding of group and community dynamics, and methods for institutional change.

PR and Marketing for Clergy


This course will be an introduction to communication and marketing tools to help future clergy effectively communicate their goals, and ideas to their synagogues and organizations.

Fieldwork Support Seminar


This seminar group focuses upon issues that arise in the course of rabbinical and cantorial work. Participation is required of all students whose work is counting as a required internship experience. Tuition is charged but no academic course point is given for this seminar.

Community Building
What is a Kehillah Kedoshah?: An exploration of the individual and the community, sacred encounters and the role of relationships. This course will be a journey to a better understanding of how to build sacred community. We will discuss ideas which have evolved through the generations on the on-going, timeless concept of Jewish community. What is it? What has it been? What might it be? And how can our leadership enable and empower people to make the ordinary into something sacred? We will explore ideas of identity and sacred encounters from many different teachers, leading to a new understanding of our own roles in the development of kehillot kedoshot.

RABBINICS
55

Ritual Skills Workshop I, II, and III Reform Judaism RAB 230

RAB 140, 141, 143

In this workshop students will have the opportunity to learn and practice ritual skills to prepare for fulfillment of the yearly ritual skills requirement. A study of Reform Judaism, its history, development, philosophy, and range of ritual practice.

Rabbinic Judaism: Literature and Beliefs RAB 318


The Jewish sages of late antiquity known as rabbis were masters of the Bible who produced a complex corpus of laws and narratives known as rabbinic literature. What did these interpreters of the Bible believe? And how was the Bible interpreted over the course of late antiquity? In seeking answers to these questions, this course introduces students to the literature and beliefs of the rabbis who lived in Palestine and Babylonia circa the second through sixth centuries C.E. and thus witnessed the rise of Christianity in the Roman Empire and the presence of Zoroastrianism in the Persian Sasanian Empire. Themes covered throughout the semester include some major concepts such as covenant, exile, good and evil, the election of Israel, redemption, revelation, and existence of demons and angels. This course is a natural sequel to any course on the Hebrew Bible, though no background in biblical studies or ancient Judaism is necessary.

Education Seminar

RAB 320

How do childrens brains learn Hebrew? What effects do ambiance and atmosphere have on student? What s the best way to measure progress in a religious school? Which criteria are most important in designing a curriculum? What role should prayer play in a child s life? Covering theory and practice in equal parts, this seminar is designed for future clergy who care about excellent Jewish education.

Jewish Education II RAB 326


This course will deal with the role of rabbis and cantors as communal educators. The focus will be on practical issues such as programming, curriculum development, and the many areas involved in running educational programs and schools at synagogues.

Bar/Bat Mitzvah RAB 330 This class will look at Bar/Bat Mitzvah as a rite of passage. It will examine the children themselves, issues affecting their families, and synagogue policies. We will look closely at the specific educational needs of the Bar/Bat Mitzvah child; and how a tutor can guide students successfully on their paths. We ll examine Bar/Bat Mitzvah as a path to Jewish identity development and study classical texts as they relate to Bar/Bat Mitzvah. Well look at the Bar/Bat Mitzvah service and the role of the Rabbi and Cantor. The class will focus on difficult issues that inevitably arise during the planning of this rite of passage. Prerequisite: Knowledge of cantillation, and experience in Bat/Bar Mitzvah tutoring and/or leading a Bar/Bat Mitzvah service. This course can fulfill the Congregational Dynamics requirement. Building and Running a Congregational Religious School RAB 334 The congregational religious school plays a central role in synagogue life and building. This course will address practical, philosophical, and spiritual matters in organizing and directing a religious school. This includes issues such as hiring and supervising teachers, developing curriculum, the role of the religious school in the synagogue, and including the family. This course will count as a professional skills elective. Life Cycle I RAB 341 This course is designed to prepare religious leaders to participate in the various life cycle rituals of the Jewish people. Primary focus will be on the life cycle events from birth through bar/bat mitzvah, leading up to marriage. Role play and enactments allow students to receive will feedback on their developing skills. Life Cycle II RAB 342 This course is a continuation of PRO 341. Death and funerals, unveilings, and conversion constitute the focus of this semester. A pre-requisite is the ability to translate simple biblical and rabbinic texts. Practical problems and shared experiences from the field will occupy much of class discussion.

56

Honoring the Dead:Taharah RAB 347 This course will empower IMTI student to provide effective spiritual leadership and support in preparation for death and burial, and to clarify their own positions on key funeral issues. The first half of the course focuses on the role of the rabbi or cantor as a pastoral advocate for bereaved families and for the Chevra kadisha /sacred burial fellowship, in upholding the imperatives of honoring the dead. The second half of the course adopts a multidenominational approach to halakhah in tracing the imperatives of honoring the dead from the Bible and classical rabbinic sources through the contemporary literature of teshuvot / response, and considers the role of extra-halakhic facts in determining funeral norms and values.

SOTERIOLOGY
SOTERIOLOGY A study of the grace of God in salvation including election, the ministry of the Savior in His humiliation and exaltation, the nature and extent of the Atonement, efficacious grace, justification, regeneration, the salvation ministries of the Holy Spirit (including Spirit baptism, indwelling, and sealing), and eternal security. Prerequisite: ST101 Introduction to Theology.

TALMUDIC STUDIES
Bekiut:Introduction to Talmud TAL 101
A study of the necessary skills in language, logic and text required to read a Talmudic text with the help of only a dictionary. Covers basic Aramaic terms as well as Talmudic organic logic. Students expected to prepare texts each week without the use of an English translation. Prerequisite: 1 course point Mishnah and familiarity with basic halakhic terminology. The Havruta session is required of all students.

Introduction to Talmud

TAL 102

Continuation of RAB 230. The Havruta session is required of all students. Prerequisite: 1.0 course point in Talmud. (1.0 course point)

Mishnah Berurah TAL 103 A basic-level gemara shiur that aims primarily to improve the student's ability to logically parse a gemara sugya. Main focus is on the Gemara text itself, with some use of Rashi, Tosfot, and other Rishonim or commnetaries which help us in our work of engaging the Talmudic back-and-forth. The shiur is appropriate for students with a range of backgrounds who want to improve their skills 57

working with a page of Gemara and Mishnah Berurah, and at the same time want to be able to understand "Talmudic thinking" and the way Chazal undertook their great enterprise. Derech HaLimud: Methods of Talmudic Study TAL 104
While many of the concepts of the program are not unique, the steps, classification and presentation teach the learner learn how to learn Hebrew. Instead of a teacher teaching a particular prayer or set of prayers, the teacher is teaching the skill of how to learn prayers. The program also takes time to help the learner identify his or her own learning style -- Visual, Auditory, Read/Write or Kinesthetic - so that the learner can help herself master individualized strategies. Essentially, the teacher helps the student master strategies for success in reading/decoding Hebrew in the supplemental school setting.

Mesechtos: Civil Jurisprudence in Talmud

TAL 105

The practice of learning "yeshivish mesechtos" is only about a hundred years old. The purpose was to hone the analytical skills of the yeshiva bochur, with the assumption that with these skills he can learn any mesechta or subject with success. The yeshivish mesechtos are chock full of difficult theoretical concepts and serve as fertile ground for sharpening the mind. The main tachlis of the learning schedule in a Yeshivah is to teach boys how to learn, to hone their minds and give them the analytical skills necessary to understand gemara and rishonim properly. For this purpose the Yeshivishe mesechtos have been identified as best suited. Once these skills are properly developed, they can then be used all over Shas.

Intermediate Talmud Talmud; Advanced Talmud

TAL 201

This course will continue the study of the Talmud, its structure, and concepts. Tractate to be announced. Havruta session is required of all students. Prerequisite: Introduction to Talmud and Bekiut:Introduction to

TAL 301

This course will help students to gain a critical understanding of the structure of the Talmudic text. Through a close-reading of the text along with the use of numerous commentaries, students will learn how to greater appreciate the different voices and complexity of both the text and its religious message. Prerequisite: RAB 330

Advanced Talmud

TAL 302

Topics in the Eighth Chapter of Tractate Sanhedrin: Our study will focus on selections from this chapter, involving consideration of such basic concepts as: Interpretation and Application of Torah Law; the relation between Halakhah and Aggadah; the religious status of the non-Jew; the conflict between preservation of life and Torah observance (Yehareg ve`al ya`avor). The text will be the Vilna Talmud edition, with additional commentaries and source materials. Prerequisite: TAL 201

Talmud Iyyun Talmud 1: Structure of the Sugya


Each unit will begin with a close reading of the Mishnah and then turn to decoding the logical steps of Talmudic sugyot (literary units), empowering the student to follow the flow of Talmudic argument and discussion. This course is intended for students with some experience studying Talmud and Mishnah, but are interested in gaining more comfort and familiarity with Talmudic structure and conceptual themes. By the end of the semester, a student in this course should be able to:1. Understand the stylistic and structural elements of the Talmud 2. Study Talmud independently with the use of a dictionary and Rashi's commentary

Events of Revelation Through Talmud and Midrash (TAL 310)


In Exodus chapters 19-40, from the portion of Yitro through Pekudei, occur the consequential events of Revelation: arrival at Mount Sinai, preparation of the people, Moses s ascents and descents, Divine phenomena, the Ten Commandments, role of priests and elders, tablets of stone, detailed ordinances, Moses s writing of the Torah, offering of sacrifices, mandate of the Tabernacle, idolatry of the Golden Calf, Divine punishment and reconciliation. These events will be examined through the prism of Talmud, Midrash and Commentary, for both their aggadic significance and their Rabbinic chronology. One of the goals of this text study will be the creation of a calendar of Revelation events from Rosh Hodesh Sivan through the following Rosh Hodesh Nisan. Talmud: Tractate Berachot (Intermediate) (TAL 312) This course offers a close reading of one chapter of the Talmud: Chapter 4 of Tractate Berachot, which explores Jewish liturgy in its most foundational moment: the transformation of prayers around the beginning of the second century CE from being a private voluntary act to a compulsory daily event with fixed wording, set times and defined gestures. This course ahs two major goals: methodological and thematic. We will gain various tools- linguistic, hermeneutic and comparative- for Talmud study, while at the same time

58

analyzing the development of the Jewish prayer system in Late Antiquity, through a close look at specific Talmudic passages with textual as well as historical and cultural tools, illuminating some of the most basic questions in the pneumology of the Jewish prayer. This course is restricted to students with at least Intermediate Hebrew reading and interpretation skills and with some background in Talmud.

Wild Stories of the Talmud: Understanding Aggadah

TAL 314

Talmud is many things: legal rigor, rabbinic logic, and stories- sometimes wild ones. In this course, we will study a different episode each week. Some will be aggadot, stories about the rabbis themselves, some will be midrashim, interpretations of Biblical narratives. All will be engaging, and our job will be to make sense of the anecdotes and stories and interpret them on different levels and extrapolate their meanings through a careful grappling with the texts. Texts will be in the original as well as English translations.

THEOLOGY
Introduction to Theology (THE 101)
This course examines the foundational issues of the study of theology including theological terms and concepts that will be used in the study of systematic theology. The student will explore these issues in learning to write theology papers for research and exegesis.

Systematic Theology I (THE 201) (prerequisite: THE 101)


This course covers the doctrine of the Authority of Scripture, the doctrine of God, the Holy Trinity, the doctrine of Man, the nature of Scripture, the essence of God, and the principles by which God relates to man.

Systematic Theology II (THE 202) (prerequisite: THE 201)


This course presents the doctrine of Messiah, the doctrine of the Holy Spirit, the doctrine of the application of salvation, eschatology, the inherent nature of man and his need for a savior, and some of the essential practices of the Kehilah/Ekklesia.

The Kingdom of God (THE 301) 3 credit hours (Co-requisite THE 101)
This course is a study of the teachings of Yeshua on the essence and form of the Kingdom of God.

Rabbinic Theology
According to rabbinic teaching, non-Jews who observe such precepts as the Noachide Laws are judged righteous and will merit a place in the World-to-Come. Together with righteous Jews, these gentiles will be rewarded in the hereafter. You should compare such teaching with traditional Christian theology which asserts that only those who accept Christ can be saved. Unlike Christianity, Judaism embraces a much more inclusivist stance, allowing non-Jews entry into Heaven on condition that they do not violate the Noachitic covenant.

59

Theology of the Siddur


A comprehensive study of the traditional daily Jewish prayer book as a significant source of Jewish theology. The Jewish people throughout the world use the Siddur for personal and corporate worship, and it has become a collection of rabbinic thought in prayers and reflections from the Second Temple period to the present. Attention will be given to the biblical foundations as well as the non-biblical developments through the centuries.

Theology I Introduction: Revelation & the Nature of God


Arguments for his existence Revelation Redemptive history Knowability Attributes Names Immanence Transcendence God the Father Trinity Perichoresis INASMUCH as man's highest possible concept of God is embraced within the human idea and ideal of a primal and infinite personality, it is permissible, and may prove helpful, to study certain characteristics of the divine nature which constitute the character of Deity. The divine nature can also be better understood by man if he regards himself as a child of God and looks up to the Paradise Creator as a true spiritual Father.

Theology II Works of God, Man & Sin, and Angelic Beings Theology III Christ, Salvation & the Holy Spirit
Theologians from the early church to the present have written much about the Holy Spirit and Christian salvation. The Holy Spirit is invoked in scripture, sermons, and bible studies, but do we really know how to recognize the Spirit's presence and activity in the world? What does it mean that the Holy Spirit is at work among us? How and where do we read the signs of the power of the Holy Spirit in our lives and the world?

Theology IV Theology of the Postmodern Church


The postmodern movement is notoriously difficult to define. Much has to do with your personality, generation, and traditions in which you have been educated. One can define postmodernism from a secular standpoint and be much more objective. When dealing with the issues one has to distinguish between what we might call hard postmodernism and soft postmodernism. Hard postmodernism might be defined as those who have had a philosophical shift with regards to the nature of truth. The key phrase here is nature of truth. Hard postmodernists would see truth as being relative to the time, culture, or situation of the individual. In other words, truth does not exist beyond the thoughts of the subject.

THE 475 Personal Theology


What is my personal theology? How can I articulate it, for myself and for those I plan to teach and influence? In this class, students will systematically face the issues of revelation-and-authority, God, Jewish peoplehood, evil/suffering, and eschatology (death/immortality and Messianism). Texts of contemporary thinkers on these issues will provide a springboard, but the primary objective will be discussion and written articulation of the students own considered theological positions. (1.0 course point)

Reformation History and Theology (THE 302)


An exploration of the background and history of the Reformation of the church, along with teachings of the major movements of this era, are covered in this course. Through this process the student will discover the theology of the Reformation and its relevance to contemporary theology.

Basics of Messianic Judaism


This course will study in-depth what / Maran Rabbeinu Yeshua HaMashiach and HaShlichim / the Emissaries began in Jerusalem was not the church, it was not Christianity. It was a realization that Melech HaMashiach (King Messiah) and Yemot HaMashiach (days of Messiah) had Arrived! After the fall of Jerusalem and after the Jewish Emissaries had died they were replaced mostly by non-Jews leaders and because of their shallow roots in the Torah were influenced by the increasing antiSemitism of the times to cut of themselves from Israel and its people. Soon the grafted in branch (nonJews) were breaking away to form the Jewish believers to form a new institution called "ekklesia / church". (The word ekklesia was a political term, not a religious term).

Basics of the Netzari Movement


In these last days of constant and important changes in people's understanding of our relationship to the Almighty, there will naturally be some confusion about a movement such as "Nazarene Judaism." The most important part of this understanding is that our focus is to reestablish the faith, practice, and lifestyle of the original Netzarim.

60

Understanding the Essene Judaism Movement


This course is a study of the Jewish mystical sect that somewhat resembled the Pharisees, affecting great purity. They originated about B.C. 100, and disappeared from history after the destruction of Jerusalem. who, according to the description of Josephus, combined the ascetic virtues of the Pythagoreans and Stoics with a spiritual knowledge of the divine law. It seems probable that the name signifies seer, or the silent, the mysterious. As a sect the Essenes were distinguished by an aspiration after ideal purity rather than by any special code of doctrines. There were isolated communities of Essenes, which were regulated by strict rules, analogous to those of the monastic institutions of a later date. All things were held in common, without distinction of property; and special provision was made for the relief of the poor. Self-denial, temperance and labor --especially agriculture-were the marks of the outward life of the Essenes; purity and divine communion the objects of their aspiration. Slavery, war and commmerce were alike forbidden. Their best-known settlements were on the northwest shore of the Dead Sea.They are not directly mentioned in Scripture, although they may be referred to in Matthew 19:11 Matthew 19:12 , Colossians 2:8 Colossians 2:18 Colossians 2:23 .

Orthodox Judaisms Practices in a Modern World


The actual term "Orthodox" is derived from Christian theology and was, at first, a term of reproach hurled against the traditionalists by the early Reformers at the beginning of the nineteenth century, to imply that those who failed to respond to the modernist challenge were hidebound. Eventually, however, the term was used by the traditionalists themselves as a convenient shorthand for the attitude of complete loyalty to the Jewish past, although some traditionalists prefer the term "Torah-true" to describe their religious position. In any event, Orthodoxy came to mean for Jews faithfulness to the practices of Judaism, to the halakhah (Jewish law) in its traditional formulation. There are, in fact, a variety of Orthodox approaches, from the ultra-Orthodox to neoOrthodoxy, and it by no means follows that every Jew who belongs to an Orthodox synagogue is fully Orthodox in theory and practice. Yet all who subscribe, at least nominally, to Orthodoxy have in common that they believe the Torah is unchanging, so that while, here and there, minor changes take place in the wake of new social and economic conditions, for the Orthodox these are not really "changes" at all, but simply the application of traditional law to new situations.

Understanding the Ephraimite(2 House) Movement


A movement based in the USA known alternatively as Two-House Movement, Ephraimites, Restoration of Israel, Two-Covenant Israel, prominent among Christian Zionists, is an identity-search movement in which proponents contend that members of the Born-Again segment of the Christian Church are, in fact, blood descendants of the ancient kingdom of Israel in 772 BCE

Understanding the One-Law Movement


Study of the One Law theology, which acknowledges the distinction between Ekklesia and Israel in principle, but in practicality, seems to blur the lines because gentile believers are considered to come under the Mosaic covenant, making observance obligatory. This theology actually has a long line of various sects that have popped in and out of history. One Law groups have many things in common with Messianic Judaism because of their belief in the ongoing validity of the Mosaic Covenant.

Understanding the Olive Tree Theology Movement


"Olive Tree theology" is a view derived from Romans 11:17-21, put forward by David H. Stern, a Messianic Jewish theologian, which maintains that the Messianic Congregation (or Church) and Israel are part of same spiritual entity which is represented as an olive tree, having one common root stock with original growth and grafted-in branches from "wild stock" (gentiles) and "broken branches" (Jewish people who come to faith in Jesus). Gentiles are grafted into the promises and covenants made to Israel and together they are now treated as "one people of God" and thus there is no real "replacement" happening. It is different from both dispensationalism and supersessionism, which both make a distinction between Israel and the Church.

Understanding the Sacred-Name Movement


The Sacred Name movement appears from time to time. Their basic doctrine is that the words "Jesus" and "Jehovah" are corruptions of the true names of "Yeshua" and "Yahweh". Their teaching would be that if you are a good Christian you would use only the real Hebrew names and not their pagan counterparts. Some of the extreme in their ranks actually state that God will not answer your prayers if you pray using the English names after being told of this.

61

WORSHIP STUDIES
Worship Mentoring I (WSH 101)
This course introduces interpersonal issues in worship ministry. The nuances and subtleties of interministry relationships affecting the worship leader, the senior pastor, the worship team, and the congregation are also addressed.

Worship Mentoring II (WSH 151)


This course is a study of the dynamics of leading a worship service. In this course, students form worship teams, lead worship in class and receive evaluations.

Worship in the Psalms (WSH 102)


This course is an overview of worship in the Bible. The student examines the types and forms in the tabernacle, temple and feasts, as well as the fulfillment of those roles in the new covenant. The form, poetry, and theology of the Psalms will also be examined for insight into contemporary worship.

Worship Mentoring I (Dance) (WSH 112)


This course addresses interpersonal issues in worship ministry. The nuances and subtleties of interministry relationships affecting the dance minister, the worship pastor, the dance team, and the congregation are also addressed.

Worship Mentoring II (Dance) (WSH 152)


This is an overview of the principles and practice of choreography in the context of worship dance. The student applies these skills in particular ministry applications.

Practical Music Theory (WSH 120)


This course is a study of important aspects of contemporary worship, including modern chord symbol notation, charting, arranging and composition. The student also receives practical training in sound reinforcement systems and techniques.

Applied Dance and Worship (WSH 130)


In this course, the student examines the art of dance in connection to worship. Dance is also examined in its relationship to teaching others as a form of worship and with reference to understanding the physical attributes needed to perform well.

Choreography (WSH 131)


In this class, the student will explore new movements through improvisation and develop an understanding of the act of choreography as well as study practical applications of choreography.

Applied Music and Worship (WSH 121)


This course is an application of practical music theory, including techniques relevant to specialization in the context of a worship team.

Exploring Worship (WSH 150)


This course is an introduction to instrumentation, arranging, producing and rehearsing a contemporary worship team including dance. Interpersonal issues and gifting will be discussed.

HEB 390 Modern Israeli Songs: Their Language and Messages


In this course, we will listen to, read lyrics of, and analyze modern Israeli songs. We will use these songs as windows to understand segments of modern Israeli society. The Hebrew of these lyrics will function as templates of language for us to practice decoding of prefixes, suffixes, tenses, possessives, and other

62

grammatical forms. We will pay attention to the creative interplay between the modern sensibilities often found in these songs and the biblical, Talmudic, or liturgical original settings of some of the language. For cantorial students, this will count toward the Diverse Musical Traditions requirement. For Rabbinical students this course will count toward the Hebrew requirement (post Hebrew II). It can also count as an elective.

63

64